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A

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). Baltimore, 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.

Algozzine, R., Horner, R., Sugai G., & Irvin, L., (in progress). Developing a system of effectiveness indicators: Identifying, evaluating, and reporting outcomes of school-wide positive behavior support programs.

Algozzine, R., Putnam, R., & Horner, R.H. (2007). Which Came First: The Achievement or the Behavior (Problem)?Manuscript submitted for publication

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., & Spaulding, S. A. (2007). Using positive behavior support to design effective classrooms, Beyond Behavior, 16(2), 27-31.

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.

Anderson, M., Beard, K., Delgado, B., Kea, C D., Raymond, E. B., Singh, N. N., Sugai, G., Townsend, B. L., Voltz, D., & Webb-Johnson, G. (2003). Working with culturally and linguistically divers children, youth, and their families: Promising practices in assessment, instruction, and personnel. Excerpts in Beyond Behavior, 12(2). 12-16.

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B

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.

Barrett, S., Bradshaw, C., & Lewis-Palmer, T. (in press). Maryland state-wide PBIS initiative. Journal of Positive Behavior Interventions.

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, K. Y., & 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. (2006). Effects of behavior support team composition on the technical adequacy and contextual fit of behavior support plans. Journal of Special Education, 40(3), 160-170.

Benedict, E. A., Horner, R. H., & Squires, J. K. (2007). Assessment and Implementation of Positive Behavior Support in Preschools. Topics in Early Childhood Special Education, 27(3), 174-192.

Bergstrom, M., Horner, R.H., & Crone, D. (2004). School-based team members conducting functional behavioral assessments in the general education environment. Unpublished manuscript.

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.

Blair, K.-S. C., Umbreit, J., Dunlap, G., & Jung, G. (2007). Promoting Inclusion and Peer Participation through Assessment-Based Intervention. Topics in Early Childhood Special Education, 27(3), 134-147.

Blonigen, B., Harbaugh, W., Singell, L., Horner, R.H., Irvin, L., & Smolkowski, K. (2008). Application of economic analysis to school-wide positive behavior support programs. Journal of Positive Behavior Interventions. 10(1), 5-19.

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://www.pbis.org.

Bohanon, H., Fenning, P., Carney, K., Minnis, M., Anderson-Harriss, S., Moroz, K., Hicks, K., Kasper, B., Culos, C., Sailor, W., & Piggott, T. (2006).School-wide application of positive behavior support in an urban high school: A case study. Journal of Positive Behavior Interventions, 8(3), 131-145.

Borgmeier, C., & Horner, R.H. (2006). An evaluation of the predictive validity of confidence ratings in identifying accurate functional behavioral assessment hypothesis statements. Journal of Positive Behavior Interventions, 8(2), 100-105.

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.

Burke, M. D., Hagan-Burke, S., & Sugai, G. (2003). The efficacy of function-based interventions for students with learning disabilities who exhibit escape-maintained problem behavior: Preliminary results from a single case study. Learning Disabilities Quarterly, 26, 15-25.

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C

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., Dunlap, G., Horner, R. H., Koegel, R. L., Turnbull, A. P., Sailor, W., Anderson, J.L., Albin, R.W., Koegel, L.K., & Fox, Lise. (2004). Positive behavior support: Evolution of an applied science. In Bambara, L., Dunlap, G. & Schwartz, E. (Eds.). Positive behavior support: Critical articles on improving practice for individuals with severe disabilities (pp. 376-387). Pro-Ed and TASH.

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.

Carter, D. R. & Horner, R. H. (2007). Adding functional behavioral assessment to First Step to Success: A case study. Journal of Positive Behavior Interventions, 9(4), 229-238.

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.

Clark, H.B., Crosland, K., Geller, D., Cripe, M., Kenney, T., Neff, B., & Dunlap, G. (in press). A functional approach to reducing runaways and stabilizing placements for adolescents in foster care. Research on Social Work Practice.

Clarke, S., & Dunlap, G. (2008). A descriptive analysis of intervention research published in the Journal of Positive Behavior Interventions: 1999-2005. Journal of Positive Behavior Interventions, 10(1), 67-71.

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. (2007). Measuring School-Wide Positive Behavior Support Implementation: Development and Validation of the Benchmarks of Quality (BoQ). Journal of Positive Behavior Interventions, 9(4), 203-213.

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.

Crosland, K., Dunlap, G., Sager, W., Neff, B., Wilcox, C., Blanco, A., & Giddings, T. (2008). The effects of staff training on the types of interactions observed at two group homes for foster care children. Research on Social Work Practice.

Crosland, K.A., Cigales, M., Dunlap, G., Neff, B., Clark, H.B., Giddings, T., & Blanco, A. (in press). Using staff training to decrease the use of restrictive procedures at two facilities for foster care children. Research on Social Work Practice.

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D

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

Doolittle, J.H., Horner, R.H., Bradley, R., Sugai, G., & Vincent, C.G. (2007). Importance of student social behavior in the mission statements, personnel preparation standards, and innovation efforts of state departments of education. Journal of Special Education, 40(4), 239-245.

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) 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, 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. (2007). Some Thoughts on the Evolving Arena of Autism Services. Research and Practice for Persons with Severe Disabilities (RPSD), 32(2), 161-163.

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., & Carr, E.G. (2007). Positive behavior support and developmental disabilities: A summary and analysis of research. In S.L. Odom, R.H. Horner, M. Snell, & J. Blacher (Eds), Handbook of developmental disabilities. New York: Guilford Publications.

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. (2007). Parent-Professional Partnerships: A Valuable Context for Addressing Challenging Behaviours. International Journal of Disability, Development and Education, 54(3), 273-285.

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 (pp. 279-290). Pacific Grove, CA: Brooks/Cole.

Dunlap, G., & Kincaid, D. (in press). Some contextual foundations of positive behavior support. In C. H. Kennedy, C.G. Breen, & C.A. Peck (Eds.), Context, intervention, and disability: Essays in honor of Thomas G. Haring. Mahwah, NJ: Lawrence Erlbaum.

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 (pp. 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. (2006). Functional communication training with toddlers. Journal of Early Intervention, 28(2), 81-96.

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., Iovannone, R. & Kincaid, D. (in press). Essential components for effective educational programs. In J. Luiselli, D.C. Russo, W.P. Christian, & S.M. Wilczynski (Eds.), Effective practices for children with autism: Educational and behavior support interventions that work. New York: Oxford University Press.

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, 1982.

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.

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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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Fairbanks, S., Sugai, G., Guardino, D., & Lathrop, M. (2007). Response to intervention: Examining classroom behavior in second grade. Exceptional Children, 73, 288-310.

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