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Center for Positive Behavior Interventions and Supports Technical Assistance Guide and Blueprint

Evidence Based Research on School-wide Positive Behavior Support (Horner & Sugai, 2007) A 27 page booklet on articles pertaining to research making the case for the success of Sw-PBS.

Research Articles: (This is a very long page. Please click on the letter below of the author you are looking for and the computer page will drop to that letter)

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

Adelman, H. S., & Taylor, L. (1998). Reframing mental health in schools and expanding school reform. Educational Psychologist, 33, 135-152.

Albin, R. W., Horner, R. H., Koegel, R. L., & Dunlap, G. (1987). Extending competent performance: Applied research on generalization and maintenance in learners with developmental disabilities. Eugene, Oregon: University of Oregon.

Albin, R. W., Luchyshyn, J. M., Horner, R. H., & Flannery, K. B. (1996). Contextual fit for behavioral support plans: A model for “goodness of fit.” In L. Koegel, R. Koegel, & G. Dunlap (Eds.), Positive behavioral support: including people with difficult behavior in the community (pp. 81-96). Balt8imore, MD: Paul Hl Brookes.

Albin, R.W., Dunlap, G., & Lucyshyn, J.M. (2002). Collaborative research with families on positive behavior support. In J. Lucyshyn, G. Dunlap, & Albin, R.W. (Eds), Families and positive behavior support: Addressing problem behaviors in family contexts (pp. 373-389). Baltimore, MD: Paul H. Brookes.

Altman, R., & Lewis, T. J. (1990). Social judgments of integrated and segregated students with mental retardation toward their same-age peers. Education and Training in Mental Retardation, 25, 107-112.

Alwell, M., Hunt, P., Goetz, L., & Sailor, W. (1989). Teaching generalized communicative behaviors with interrupted behavior chain contexts. The Journal of the Association for Persons with Severe Handicaps, 14(2), 91 100.

American Psychological Association (1994). Violence and youth: Psychology’s response. Washington, D. C.: Author.

Anderson, C.M. & Kincaid, D. (2005). Applying Behavior Analysis to School Violence and Discipline Problems: School-Wide Positive Behavior Support. The Behavior Analyst, 28, 49-63.

Anderson, C.M. & Kincaid, D. (2005). Applying behavior analysis to school violence and discipline problems: School-wide positive behavior support. The Behavior Analyst28(1), 49-63.

Anderson, J., Albin, R., Mesaros, R., Dunlap, G., & Morelli-Robbins, M. (1993). Objectives and processes of comprehensive training in community-referenced behavior management. In J. Reichle & D. Wacker (Eds.), Communicative approaches to the management of challenging behavior (pp. 363-406). Baltimore: Paul H. Brookes.

Anderson, J.L., Russo, R., Dunlap, G., & Albin, R.W. (1996). A team training model for building the capacity to provide positive behavioral supports in inclusive settings. In L.K. Koegel, R.L. Koegel, & G. Dunlap (Eds.), Positive behavioral support: Including people with difficult behavior in the community (pp. 467-490). Baltimore, MD: Paul H. Brookes Publishers.

Bambara, L., Dunlap, G., & Schwartz, I. (Eds.) (2004). Positive behavior support: Critical articles on improving practice for individuals with severe disabilities. Austin, TX: PRO-ED.

Bear, G. G. (1990). Best practices in school discipline. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology-II. (pp. 649-663). Washington, DC: National Association of School Psychologists.

Beard-Jordan, K., & Sugai, G. (2004). First Step to Success: An early intervention for elementary children at risk for antisocial behavior. Behavioral Disorders, 29, 396-409.

Benazzi, L., Horner, R.H., & Good, R.H. (2005). Effects of behavior support team composition on the technical adequacy and contextual fit of behavior support plans. Journal of Special Education.

Biglan, A. (1995). Translating what we know about the context of antisocial behavior in to a lower prevalence of such behavior. Journal of Applied Behavior Analysis, 28, 479-492.

Bohanan-Edmonsen, H., Flannery, K.B., Eber, L., & Sugai, G. (2005). (Eds.) Positive behavior support in high schools: Monograph from the 2004 Illinois high school forum of positive behavior interventions and supports. http://pbis.org.

Bradley, M. R. (2001). Special issue - Positive behavior supports: Research to practice. Beyond Behavior, 11(1), 3-26.

Britten, J., Freeman, R. L., McCart, A., Smith, C., & Sailor, W. (1999). Social skills (Module 5, Lesson 1) Intervention strategies: Part II [Online]. Lawrence, KS: Kansas University Affiliated Program, Center for Research on Learning. Available: Onlineacademy.org.

Brooks, A., Todd, A. W., Tofflemoyer, S., & Horner, R. H. (2003). Use of functional assessment and a self-management system to increase academic engagement and work completion. Journal of Positive Behavior Intervention, 5, 144-152.

Carnine, D. (1995). Trustworthiness, useability, and accessibility of educational research. Journal of Behavioral Education, 5, 251-258.

Carnine, D. (1997). Bridging the research-to-practice gap. Exceptional Children, 63, 513-521.

Carr, E. G., Dunlap, G., Horner, R. H., Koegel, R. L., Turnbull, A., Sailor, W., Anderson, J., Albin, R., Koegel, L.

Carr, E.G., Dunlap, G., Horner, R.H., Koegel, R.L., Turnbull, A.P., Sailor, W., Anderson, J., Albin, R.W., Koegel, L.K., & Fox, L. (2002). Positive behavior support. Evolution of an applied science. Journal of Positive Behavior Interventions, 4, 4-16.

Cipriano, R.E., Anderson, D., & Sailor, W. (2003). Effects of a recreation fitness program on psychological parameters among persons with psychiatric disabilities. American Journal of Recreation Therapy 2(2), 27-34.

Clarke, S., Dunlap, G., & Stichter, J.P. (2002). Twenty years of intervention research in emotional and behavioral disorders: A descriptive analysis and a comparison with research in developmental disabilities. Behavior Modification, 26, 659-683.

Clarke, S., Dunlap, G., & Vaughn, B.(1999). Family-centered, assessment-based intervention to improve behavior during an early morning routine. Journal of Positive Behavior Interventions, 1, 235-241.

Clarke, S., Dunlap, G., Foster-Johnson, L., Childs, K.E., Wilson, D., White, R., & Vera, A. (1995). Improving the conduct of students with behavioral disorders by incorporating student interests into curricular activities. Behavioral Disorders, 20, 221-237.

Clarke, S., Worcester, J., Dunlap, G., Murray, M., & Bradley-Klug, K. (2002). Using multiple measures to evaluate positive behavior support: A case example. Journal of Positive Behavior Interventions, 4, 131-145.

Cohen, R., Kincaid, D., & Childs, K. (Under review). Measuring School-Wide Positive Behavior Support Implementation: Development and Validation of the Benchmarks of Quality (BoQ). Journal of Positive Behavior Interventions

Colvin, G., & Lazar, M. (1997). The effective elementary classroom: Managing for success. Longmont, CO: Sopris West.

Colvin, G., Kameenui, E. J., & Sugai, G. (1993). School-wide and classroom management: Reconceptualizing the integration and management of students with behavior problems in general education. Education and Treatment of Children, 16, 361-381.

Colvin, G., Sugai, G., & Kam’eenui, E. (1994). Curriculum for establishing a proactive school-wide discipline plan: Project PREPARE. Eugene, OR: Behavioral Research and Teaching, College of Education, University of Oregon.

Colvin, G., Sugai, G., Good, R., & Lee, Y. (1997). Effect of active supervision and precorrection on transition behaviors of elementary students. School Psychology Quarterly,12, 344-363.

Conroy, M.A., Dunlap, G., Clarke, S., & Alter, P.J. (2005). A descriptive analysis of positive behavioral intervention research with young children with challenging behavior. Topics in Early Childhood Special Education, 25, 157-166.

Cotton, K. (1995). Effective schooling practices: A research synthesis, 1995 update. Northwest Educational Laboratories. Portland, Oregon.

Council for Children with Behavioral Disorders. (May, 2002). School Discipline Policies for Students with Significantly Disruptive Behavior. Reston, VA: Author. (Prepared on the behalf of CCBD by T. J. Lewis with assistance from R. Peterson & B. Scheuermann).

Crone, D. A., & Horner, R. H. (2003). Building positive behavior support systems in schools: Functional behavioral assessment. New York: Guildford Press.

Crone, D. A., Horner, R. H., & Hawken, L. S. (2004). Responding to problem behavior in schools: The behavior education program. New York: Guilford Press.

Darch, C. B., & Kameenui, E. J. (2003). Instructional classroom management: A proactive approach to behavior management. (2nd ed.). White Plains, NY: Longman.

Drasgow, E., & Yell, M. L. (2002). School-wide behavior support: Legal implications and requirements. Child and Family Behavior Therapy, 24, 129-145.

Drasgow, E., Yell, M. L., Bradley, R., & Shriner, J. G. (1999). The IDEA amendments of 1997: A school-wide model for conducting functional behavioral assessments and developing behavior intervention plans. Education and Treatment of Children, 22, 244-266.

Duchnowski, A., Dunlap, G., Berg, K., & Adeigbola, M. (1995). Rethinking the participation of families in the education of their children: Policy and clinical issues. In J. L. Paul, H. Roselli, & D. Evans (Eds.), Integrating school restructuring and special education reform (pp. 105-118). New York: Harcourt Brace College Publishers.

Duda, M.A., Dunlap, G., Fox, L., Lentini, R., & Clarke, S. (2004). An experimental evaluation of positive behavior support in a community preschool program. Topics in Early Childhood Special Education, 24, 143-155.

Dunlap, G. (1991). On functional assessment and functional analysis: A review of "Functional analysis of problem behavior" by O'Neill et al. Journal of the Association for Persons with Severe Handicaps, 16, 180-182.

Dunlap, G. (1993). Promoting generalization: Current status and functional considerations. In R. Van Houten & S. Axelrod (Eds.). Behavior analysis and treatment (pp. 269-296). New York: Plenum.

Dunlap, G. (1997). Response to "Behavioral support for students with severe disabilities: Functional assessment and comprehensive intervention" by R. H. Horner and E.G. Carr. Journal of Special Education, 31, 107.

Dunlap, G. (1999). Researcher's comments. In J.P. Gall, M. Gall, & W.R. Borg (Eds.), Applying educational research: A practical guide (4th Edition) (pp. 269-286). New York: Longman Publishing Group.

Dunlap, G. (1999). Researcher's comments. In J.P. Gall, M. Gall, & W.R. Borg (Eds.), Applying educational research: A practical guide (4th Edition) The article is reprinted in In J.P. Gall, M. Gall, & W.R. Borg (Eds.) (in press), Applying educational research: A practical guide (5th Edition) (pp. 269-286). New York: Longman Publishing Group.

Dunlap, G. (1999). Researcher's comments. In J.P. Gall, M. Gall, & W.R. Borg (Eds.), Applying educational research: A practical guide (4th Edition) This article accompanies a reprint of Dunlap et al. (1995), Modifying activities to produce functional outcomes: Effects on the disruptive behaviors of students with disabilities. Journal of the Association for Persons with Severe Handicaps, 20, 248-258.

Dunlap, G. & Kincaid, D. (2001). The widening world of functional assessment: Comments on four manuals and beyond. Journal of Applied Behavior Analysis, 34, 365-377.

Dunlap, G. (1984). Review of Hall and Van Houten's "Behavior modification: The measurement of behavior." Education and Treatment of Children, 7, 167-186.

Dunlap, G. (1984). The influence of task variation and maintenance tasks on the learning and affect of autistic children. Journal of Experimental Child Psychology, 37, 41-64.

Dunlap, G. (1985). Instructional delivery with autistic children. In Hirsch, B., Grossfield, C. A., & Lapidus, D. C. (Eds.), Autism: A Transdisciplinary View of Current Research and Methods. Human Sciences Press, Inc.

Dunlap, G. (1985). Review of Evans and Meyer's "An Educative Approach to Excess Behavior." Journal of the Association for Persons with Severe Handicaps, 10, pp. 237-238.

Dunlap, G. (1987). Review of LaVigna and Donnellan's "Alternatives to punishment: Solving behavior problems with non-aversive strategies." Journal of the Association for Persons with Severe Handicaps, 12, 40-42.

Dunlap, G. (1989). Review of Handleman and Harris' "Educating the Developmentally Disabled: Meeting the Needs of Children and Families". Journal of Autism and Developmental Disorders, 19, 477-478.

Dunlap, G. (1989). Review of Odom and Karnes' "Early intervention for infants and children with handicaps: An empirical base." Journal of the Association for Persons with Severe Handicaps, 14, 168-170.

Dunlap, G. (1996). Social inclusion: A discussion. In L.K. Koegel, R.L. Koegel, & G. Dunlap (Eds.), Positive behavioral support: Including people with difficult behavior in the community (pp. 373-377). Baltimore, MD: Paul H. Brookes Publishers.

Dunlap, G. (1999). Consensus, engagement, and family involvement for young children with autism. Journal of the Association for Persons with Severe Handicaps, 24, 222-225.

Dunlap, G. (2000). Functions of problem behavior. In J. Scott, C. Clark, & M. Brady, Students with autism: Characteristics and instruction programming (pp. 177-179). Singular Publishing Co.

Dunlap, G. (2006). The applied behavior analytic heritage of PBS: A dynamic model of action-oriented research. Journal of Positive Behavior Interventions, 8, 58-60.

Dunlap, G. Hieneman, M., Kincaid, D., & Duchnowski, A. J. (2001) Features of model

Dunlap, G., & Childs, K.E. (1996). Intervention research in emotional and behavioral disorders. An analysis of studies from 1980-1993. Behavioral Disorders, 21, 125-136.

Dunlap, G., & Egel, A. L. Motivational techniques. (1982). In R. L. Koegel, A. Rincover, & A. L. Egel (Eds.) Educating and understanding autistic children. (pp. 106-126). San Diego: College-Hill Press.

Dunlap, G., & Eno-Hieneman, M. (1995). Review of "Communication-based intervention for problem behavior: A user's guide for producing positive behavior change", by Carr, Levin, McConnachie, Carlson, Kemp, & Smith. Journal of Autism and Developmental Disorders, 25, 225-227.

Dunlap, G., & Eno-Hieneman, M. (1996). Autism. In National Council on Disability (Author), Improving the implementation of the Individuals with Disabilities Education Act: Making schools work for all of America's children. Supplement (pp. 133-157). Washington, DC: National Council on Disability.

Dunlap, G., & Fox, L. (1996). Early intervention and serious problem behaviors: A comprehensive approach. In L.K. Koegel, R.L. Koegel, & G. Dunlap (Eds.), Positive behavioral support: Including people with difficult behavior in the community (pp. 31-50). Baltimore, MD: Paul H. Brookes Publishers.

Dunlap, G., & Fox, L. (1999). A demonstration of behavioral support for young children with autism. Journal of Positive Behavior Interventions, 1, 77-87.

Dunlap, G., & Fox, L. (1999). Supporting families of young children with autism. Infants and Young Children, 12, 48-54.

Dunlap, G., & Fox, L. (in press). Parent-professional partnerships: A valuable context for addressing challenging behaviors. International Journal of Development, Disability and Education.

Dunlap, G., & Hieneman, M. (1999). Issues in conducting functional assessments efficiently and effectively. In G. Sugai and T. J. Lewis (Eds.), Developing positive behavioral support for students with challenging behaviors. (pp. 5-13). Third CCBD Mini-Library Series. Reston, VA: Council for Children with Behavior Disorders.

Dunlap, G., & Hieneman, M. (2005). Positive behavior Support. In G. Sugai and R. Horner (Eds.). Encyclopedia of Behavior Modification and Cognitive Behavior Therapy (Vol. 3): Educational Applications (pp. 1421-1428). Thousand Oaks, CA: Sage Publications.

Dunlap, G., & Horner, R. H. (1988). Summary discussion. In R. H. Horner & G. Dunlap (Eds.), Behavior Management and Community Integration for Individuals with Developmental Disabilities and Severe Behavior Problems (pgs 143-154). A monograph produced by the Research and Training Center on Community-Referenced Behavior Management, University of Oregon.

Dunlap, G., & Johnson, J. (1985). Increasing the independent responding of autistic children with unpredictable supervision. Journal of Applied Behavior Analysis, 18, 227-236.

Dunlap, G., & Johnson, J. (1985). Increasing the independent responding of autistic children with unpredictable supervision. Abstracted in Rimland, B. (Ed.), (1987). Autism Research Review International,1 (2), 1987.

Dunlap, G., & Kern, L. (1993). Assessment and intervention for children within the instructional curriculum. In J. Reichle & D. Wacker (Eds.), Communicative approaches to the management of challenging behavior (pp. 177-203). Baltimore: Paul H. Brookes.

Dunlap, G., & Kern, L. (1996). Modifying instructional activities to promote desirable behavior: A conceptual and practical framework. School Psychology Quarterly, 11, 297-312.

Dunlap, G., & Kern, L. (1997). Behavior analysis and its relevance to special education. In J.L. Paul, M. Churton, H. Roselli-Kostoryz, W. Morse, K. Marfo, C. Lavely, & D. Thomas (Eds.), Foundations of special education: Basic knowledge informing research and practice in special education (279-290). Pacific

Grove, CA: Brooks/Cole.

Dunlap, G., & Kincaid, D. (2001). The widening world of functional assessment: Comments on four manuals and beyond. Journal of Applied Behavior Analysis, 34, 365-377.

Dunlap, G., & Koegel, R. L. (1980). Motivating autistic children through stimulus variation. Journal of Applied Behavior Analysis, 13, 619-627.

Dunlap, G., & Koegel, R. L. (1980). Programming the delivery of instructions for autistic children. In B. Wilcox & A. Thompson (Eds.) Critical issues in educating autistic children and youth. Washington, D. C.: Publication of the Department of Education - Office of Special Education.

Dunlap, G., & Plienis, A. J. (1991). The influence of task size on the unsupervised task performance of students with developmental disabilities. Education and Treatment of Children, 14, 85-95.

Dunlap, G., & Plienis, A. J. (1988). Generalization and maintenance of unsupervised responding via remote contingencies. In R. H. Horner, G. Dunlap, & R. L. Koegel (Eds.), Generalization and Maintenance: Lifestyle Changes in Applied Settings (pgs 121-142). Baltimore: Paul H. Brooks Publishing Co.

Dunlap, G., & Robbins, F. R. (1991). Current perspectives in service delivery for young children with autism. Comprehensive Mental Health Care, 1, 177-194.

Dunlap, G., Clarke, S., & Reyes, L. (1998). An analysis of trends in JABA authorship. Journal of Applied Behavior Analysis, 31, 497-500.

Dunlap, G., Clarke, S., & Steiner, M. (1999). Intervention research in behavioral and developmental disabilities: 1980 to 1997. Journal of Positive Behavior Interventions, 1, 170-180.

Dunlap, G., Clarke, S., Ramos, E., Wright, S., Jackson, M., Brinson, S. (1995). Self-monitoring of classroom behaviors with students exhibiting emotional and behavioral disorders. School Psychology Quarterly, 10, 165-177.

Dunlap, G., dePerczel, M., Clarke, S., Wilson, D., Wright, S., White, R., & Gomez, A. (1994). Choice making to promote adaptive behavior for students with emotional and behavioral challenges. Journal of Applied Behavior Analysis, 27, 505-518.

Dunlap, G., Dyer, L., & Koegel, R. L. (1983). Autistic self-stimulation and intertrial interval duration. American Journal of Mental Deficiency, 88, 194-202.

Dunlap, G., Ester, T., Langhans, S., & Fox, L. (in press). Functional communication training with toddlers. Journal of Early Intervention, 28.

Dunlap, G., Ferro, J., & dePerczel, M. (1994). Nonaversive behavioral intervention in the community. In E. Cipani & F. Spooner (Eds.), Curricular and instructional approaches for persons with severe handicaps (pp. 117-146). New York: Allyn & Bacon.

Dunlap, G., Foster-Johnson, L., Clarke, S., Kern, L., & Childs, K.E. (1995). Modifying activities to produce functional outcomes: Effects on the disruptive behaviors of students with disabilities. Journal of the Association for Persons with Severe Handicaps, 20, 248-258.

Dunlap, G., Fox, L., Vaughn, B.J., Bucy, M., & Clarke, S. (1997). In quest of meaningful perspectives and outcomes: A response to five commentaries. Journal of the Association for Persons with Severe Handicaps, 22, 221-223.

Dunlap, G., Harrower, J., & Fox, L. (2005). Understanding the environmental determinants of problem behaviors. In L. Bambara & L. Kern (Eds.), Individualized supports for students with problem behaviors (pp. 25-46). New York: Guilford Press.

Dunlap, G., Hieneman, M., Kincaid, D., & Duchnowski, A.J. (2001). Features of model programs for children and youths with problem behaviors. In L.M. Bullock & R.A. Gable (Eds.), Addressing the social, academic, and behavioral needs of students with challenging behavior in inclusive and alternative settings (pp. 43-48). Reston, VA: Council for Children with Behavioral Disorders.

Dunlap, G., Hieneman, M., Knoster, T., Fox, L., Anderson, J., & Albin, R. (2000). Essential elements of inservice training in positive behavior support. Journal of Positive Behavior Interventions, 2, 22-32.

Dunlap, G., Johnson, J., Winterling, V., & Morelli, M. A. (1988). The management of disruptive behavior in unsupervised settings: Issues and directions for a behavioral technology. Education and Treatment of Children, 10, 367-382.

Dunlap, G., Johnson, L. F., & Robbins, F. R. (1990). Preventing serious behavior problems through skill development and early intervention. In A. C. Repp & N. N. Singh (Eds.), Current perspectives in the use of non-aversive and aversive interventions with developmentally disabled persons (pp. 273-286). Sycamore, IL: Sycamore Press.

Dunlap, G., Kern, L., & Worcester, J. (2001). ABA and academic instruction. Focus on Autism and Other Developmental Disabilities, 16, 129-136.

Dunlap, G., Kern, L., dePerczel, M., Clarke, S., Wilson, D., Childs, K. E., White, R., & Falk, G. D. (1993). Functional analysis of classroom variables for students with emotional and behavioral challenges. Behavioral Disorders, 18, 275-291.

Dunlap, G., Kern-Dunlap, L., Clarke, S., & Robbins, F. R. (1991). Functional assessment, curriculum revision, and severe behavior problems. Journal of Applied Behavior Analysis, 24, 387-397.

Dunlap, G., Koegel, R. L, & Egel, A. L. (1979). Autistic children in school. Exceptional Children, 45, 552-558.

Dunlap, G., Koegel, R. L, & Egel, A. L. (1979). Autistic children in school. in Kauffman, J. M. Development of behavior disorders in children. Columbus: Charles E. Merrill Publishing Company, 1977.

Dunlap, G., Koegel, R. L, & Egel, A. L. (1979). Autistic children in school. in Koegel, R. L., Egel, A. L., & Dunlap, G. Learning characteristics of autistic children. In W. S. Sailor, B. Wilcox, & L. J. Brown (Eds.) Methods of instruction of severely handicapped students. Baltimore: Paul H. Brookes Publishers, 1980.

Dunlap, G., Koegel, R. L, & Egel, A. L. (1979). Autistic children in school. in Koegel, R. L., & Felsenfeld, S. Sensory Deprivation. In S. Gerber (Ed.) Audiometry in Infancy. New York: Grune & Stratton, 1977.

Dunlap, G., Koegel, R. L, & Egel, A. L. (1979). Autistic children in school. in Schreibman, L., & Koegel, R. L. A guideline for planning behavior modification programs for autistic children. In S. M. Turner, K. S. Calhoun, & H. E. Adams (Eds.) Handbook of clinical behavior disorders. New York: John Wiley & Sons, 1980.

Dunlap, G., Koegel, R. L, & Egel, A. L. (1979). Autistic children in school. in Gelfand, D., Jenson, W., & Drew, C. Understanding children's behavior disorders. New York: Holt, Rinehart and Winston, in press.

Dunlap, G., Koegel, R. L, & Egel, A. L. (1979). Autistic children in school. Printed in Smith, D. (Ed.) Readings in the classroom teacher and the special child. Guildford: Special learning Corporation, 1980.

Dunlap, G., Koegel, R. L. & Kern, L. (1984). Continuity of treatment: Toilet training in multiple community settings, Journal of the Association for Persons with Severe Handicaps, 9, 131-141.

Dunlap, G., Koegel, R. L. & O'Neill, R. E. (1985). Pervasive developmental disorders. In P. H. Bornstein & A. E. Kazdin (Eds.), Handbook of Clinical Behavior Therapy with Children. (pp. 499-540). Homewood, IL: Dorsey Press.

Dunlap, G., Koegel, R. L., & Burke, J. C. (1981). Educational implications of stimulus overselectivity in autistic children. Exceptional Education Quarterly, 2, November, 37-49.

Dunlap, G., Koegel, R. L., & Koegel, L. K. (1987). Toilet-training for children with severe handicaps: A field manual for coordinating training procedures across multiple community settings. Huntington, WV: Marshall University.

Dunlap, G., Koegel, R. L., Johnson, J., & O'Neill, R. E. (1987). Maintaining performance of autistic clients in community settings with delayed contingencies. Journal of Applied Behavior Analysis, 20, 185-191.

Dunlap, G., Newton, J.S., Fox, L., Benito, N., & Vaughn, B. (2001). Family involvement in functional assessment and positive behavior support. Focus on Autism and Other Developmental Disabilities, 16, 215-221.

Dunlap, G., Plienis, A. J., & Williams, L. (1987). Acquisition and generalization of unsupervised responding: A descriptive analysis. Journal of the Association for Persons with Severe Handicaps, 12, 274-279.

Dunlap, G., Robbins, F. R., & Darrow, M. A. (1994). Parents' reports of their children's challenging behaviors: Results of a statewide survey. Mental Retardation, 32, 206-212.

Dunlap, G., Robbins, F. R., & Kern, L. (1994). Some characteristics of nonaversive intervention for severe behavior problems. In E. Schopler & G Mesibov (Eds.), Behavioral issues in autism (pp. 227-245). New York: Plenum.

Dunlap, G., Robbins, F. R., Dollman, C., & Plienis, A. J. (1988). Early Intervention for Young Children with Autism: A Regional Training Approach. Huntington, WV: Marshall University.

Dunlap, G., Robbins, F. R., Morelli, M. A., & Dollman, C. (1988). Team training for young children with autism: A regional model for service delivery. Journal of the Division for Early Childhood, 12, 147-160.

Dunlap, G., Schutz, R., & Benito, N. (1996). Parent-professional collaboration in the development and implementation of supports for individuals with autism and their families. In L.A. Tidey & J. Pequet (Eds.), Proceedings of the 1996 Autism Society National Conference (pp. 191-194). Madison, WI: Omnipress.

Dunlap, G., Vaughn, B. J., & Fox, L. (2000). A parent-professional partnership in positive behavioral support. In W. L. Heward, Exceptional children: An introduction to special education Reprinted in Heward, W.L. (2003), Exceptional children: An introduction to special education- Seventh Edition (pp. 132-133). Upper Saddle River, NJ: Merrill/Prentice Hall.

Dunlap, G., Vaughn, B.J., & O'Neill, R. (1998). Comprehensive behavioral support: Application and intervention. In A.M. Wetherby, S.F. Warren, & J. Reichle (Eds.), Transactions in prelinguistic communication: Preintentional to intentional and presymbolic to symbolic (343-364). Baltimore, MD: Paul H. Brookes.

Dunlap, G., White, R., Vera, A.G., Wilson, D., & Panacek, L. (1996). The effects of multi-component, assessment-based curricular modifications on the classroom behavior of children with emotional and behavioral disorders. Journal of Behavioral Education, 6, 481-500.

Dunlap, L. K., & Dunlap, G. (1987) Using task variation to motivate handicapped students. TEACHING Exceptional Children, 19, (3), 16-19.

Dunlap, L. K., & Dunlap, G. (1987) Using task variation to motivate handicapped students. Reprinted in Frieberg, K. L. (Ed.) (1988). Educating Exceptional Children - Annual Editions (Fourth Edition). Guilford, CT: Dushkin Publishing Group, Inc.

Dunlap, L. K., & Dunlap, G. (1989). A self-monitoring package for teaching subtraction with regrouping to students with learning disabilities. Journal of Applied Behavior Analysis, 22, 309-314.

Dunlap, L. K., & Dunlap, G. (1989). A self-monitoring package for teaching subtraction with regrouping to students with learning disabilities. Reprinted in Insegnare all'Handicappato: Quadrimestrale di Educazione Speciale, 4 (2), 1990.

Dunlap, L. K., Dunlap, G., Koegel, L. K., & Koegel, R. L. (1991). Using self-monitoring to increase students' success and independence. TEACHING Exceptional Children, 23, (3), 17-22.

Dyer, K., Dunlap, G., & Winterling, V. (1990). The effects of choice-making on the serious problem behaviors of students with developmental disabilities. Journal of Applied Behavior Analysis, 23, 515-524.

Dymond, S., Clarke, S., Dunlap, G., & Steiner, M. (2000). International publication trends of JABA authorship. Journal of Applied Behavior Analysis, 33, 339-342.

Eber, L. (1996). Restructuring schools through wraparound planning: The LADSE experience. In R. J. Illback & C. M. Nelson (Eds.), School-based services for students with emotional and behavioral disorders (pp. 139-154). Binghamton, NY: Haworth Press.

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