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School-Based Interventions : References

Armendariz, Fernando & Umbreit, John. Using active responding to reduce disruptive behavior in a general education classroom. Journal of Positive Behavior Interventions; Vol. 1(3). 1999.

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Barkley, Russell A, Fischer, Mariellen, Edelback, Craig. S. & Smallish, Lori. Adolescent outcome of hyperactive children diagnosed by research criteria: an 8-year prospective follow-up study. Journal of the American Academy of Child and Adolescent Psychiatry; Vol. 29(4). 1990.

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Beckman, Pat. Strategy instruction. ERIC Digest. ERIC Clearinghouse on Disabilities and Gifted Education, VA. 2002.

Bellon, Monica L, Ogletree, Billy T & Harn, William E. Repeated storybook reading as a language intervention for children with autism. Focus on Autism & Other Developmental Disabilities; Vol. 15(1). 2000.

Blew, Priscilla A. Teaching functional community skills to autistic children using non- handicapped peer tutors. Journal of Applied Behavior Analysis; Vol. 18(4). 1995.

Bloomquist, Michael L, August, Gerald J. & Ostrander, Rick. Effects of school-based cognitive-behavioral intervention for ADHD children. Journal of Abnormal Psychology; Vol. 19(5). 1991.

Bogseon Hwang, Michele & Hughes, Carolyn. The effects of social interactive training on early social communicative skills of children with autism. Journal of Autism and Developmental Disorders; Vol. 30(4). 2000.

Bolick, Teresa. Asperger Syndrome and Young Children. Building Skills for the real world. Gloucester, MA: Fair Winds Press.

Bolick, Teresa. Asperger Syndrome and Adolescence . Building Skills for the real world. Massachusetts: Fair Winds Press.

Bryan, Tanis, Burstein, Karen & Bryan, James. Students with learning disabilities, homework problems and promising practices. Educational Psychologist; Vol. 36 (3). 2001.

Capelli, Carol A. & Markman, Ellen M. Suggestions for training comprehension monitoring. Topics in Learning & Learning Disabilities; Vol. 2(1). 1982.

Carter, Cynthia M. Using choice with game play to increase language skills and interactive behaviors in children with autism. Journal of Positive Behavior Interventions; Vol. 3(3). 2001.

The Center on the Social and Emotional Foundations for Early Learning. University of Illinois at Urbana - Champaign.

Davis, Carol Ann, Brady, Michael P., Hamilton, Richard & McEvoy, Mary A. Effects of high-probability requests on the social interactions of young children with severe disabilities. Journal of Applied Behavior Analysis; Vol. 27(4). 1994.

Davis, Carol Ann, Lane, Kathleen L.,Sutherland, Kevin, Gunter, Philip L., Denny, Kenton,  Pickens, Phillip & Wehby, Joseph. Differentiating curriculum and instruction on behalf of students with emotional and behavioral disorders within general education settings. Fifth CCBD Mini-Library Series: Meeting the Diverse Needs of Children and Youth with E/BD--Evidence-Based Programs and Practices. Council for Children with Behavioral Disorders. 2004.

Dunlap, Glen & Fox, Lisa. Teaching students with autism. ERIC Digest E582. ERIC Clearinghouse on Disabilities and Gifted Education. VA. 1999.

Dunn, W., Myles, B. S., & Orr, S. Sensory processing issues associated with Asperger syndrome: a preliminary investigation. American Journal of Occupational Therapy; Vol. 56. 2002.

DuPaul, George J. & Stoner, Gary D. ADHD in the Schools: Assessment and Intervention Strategies. Guilford Press. New York, New York. 1994.

Edwards, Carolyn, Gandini, Lella, & Forman, George. The hundred languages of children: The Reggio Emilia Approach--Advanced Reflections. Second Edition: Ablex Publishing Corporation: Greenwich, CT. 1998.

Evertson, Carolyn M. & Emmer, Edmund T. Effective management at the beginning of the school year in junior high classes. Journal of Educational Psychology; Vol. 74(4). 1982.

Friedberg, Robert D. & McClure, Jessica M. Clinical practice of Cognitive Therapy with Children and Adolescents. The nuts and bolts. New York: Guilford Press. 2002.

Fristad MA, & Goldberg-Arnold JS. "Family interventions for early-onset bipolar disorder." In B. Geller & MP DelBello (Eds.). Bipolar disorder in childhood and early adolescence (pp. 295-313). New York: Guilford, 2003.

Fuchs, Lynn S. & Fuchs, Douglas. Principles for the prevention and intervention of mathematics difficulties. Learning Disabilities; Research & Practice; Vol. 16(2). 2001.

Gardner, Ralph, Heward, William L.& Grossi, Teresa A. Effects of response cards on student participation and academic achievement: a systematic replication with inner-city students during whole-class science instruction. Journal of Applied Behavior Analysis; Vol. 27(1).1994.

Good, Thomas L. & Brophy, Jere E. Educational Psychology; a realistic approach. (4th ed). Addison Wesley Logman Inc. New York: NY. 1990.

Graham, Steve & Harris, Karen R. Improving the writing of students with learning problems: self-regulated strategy development. School Psychology Review; Vol. 22 (4). 1993.

Grandin, Temple. Thinking in Pictures: and other Reports from My Life with Autism. Doubleday: New York, NY. 1995.

Gray, Carol. Comic Strip Conversations. Arlington: Future Horizons. 1994.

Gray, Carol. Social Stories. Arlington: Future Horizons. 1995.

Greenwood, Charles R., Terry, Barbara, Allega-Mayer, Carmen & Finney, Rebecca. The class wide peer tutoring program: Implementation factors moderating students' achievement. Journal of Applied Behavior Analysis; Vol. 25(1). 1992.

Gresham, Frank M.& Elliott, Stephen N. Social Skills Intervention Guide: Systematic Approaches to Social Skills Training. Special Services in the Schools; Vol. 8(1).1993.

Griswold, Deborah E., Barnhill, Gena P., Myles, Brenda Smith., Hagiwara, Taku. & Simpson, Richard L. Asperger syndrome and academic achievement. Focus on Autism & Other Developmental Disabilities; Vol. 17(2). 2002.

Gunter, P. L., Denny, R. K., Shores, R. E., Reed, T. M., Jack, S. L., & Nelson, C. M. Teacher escape, avoidance, and counter control behaviors: potential responses to disruptive and aggressive behaviors of students with severe behavior disorders. Journal of Child and Family Studies; Vol. 3. 1994.

Hayes, Janice S. Bibliotherapy: using fiction to help children in two populations discuss feelings. Pediatric Nursing; Vol. 25(1).1999.

Heward, William L. & Gardner III, Ralph. Everyone participates in this class. Teaching Exceptional Children;Vol. 28(2). 1996.

Horner, Robert H., Day, H. Michael, Sprague, Jeffrey R. & O'Brien, Michelle. Interspersed requests: A nonaversive procedure for reducing aggression and self-injury during instruction. Journal of Applied Behavior Analysis; Vol. 24(2). 1991.

Kamps, Debra, Potucek, Jessica, Dugan, Erin, Kravitz, Tammy, Gonzalez-Lopez, Adrianna, Garcia, Jorge, Carnazzo, Kate, Morrison, Leslie & Kane, Linda Garrison. Peer training to facilitate social interaction for elementary students with autism and their peers. Exceptional Children; Vol. 68(2). 2002.

Kamps, DM., Leonard, BR.& Delguadri, J. Class wide peer tutoring: an integration strategy to improve reading and promote peer interactions among student with autism and general education peers. Journal of Applied Behavior Analysis; Vol. 27. 1994.

Klin, Ami & Volkmar, Fred R. Autism and the pervasive developmental disorders. Child & Adolescent Psychiatric Clinics of North America; Vol. 4(3). 1995.

Knapp, Sarah E. & Jongsma, Arthur E. The School counseling and school social work treatment planner. New Jersey: John Wiley & Sons, Inc. 2002.

Koegel, Lynn Kern, Koegel, Robert L. & Smith, Annette. Variables related to differences in standardized test outcomes for children with autism. Journal of Autism and Developmental Disorders; Vol. 27(3). 1997.

Landau, Steven, Milich, Richard & Diener, Mary Beth. Peer relations of children with attention-deficit hyperactivity disorder. Reading & Writing Quarterly; Vol. 14 (1). 1998.

Le Ager, Christina & Shapiro, Edward S. Template matching as a strategy for assessment of and intervention for preschool students with disabilities. Topics in Early Childhood Special Education; Vol.15(2). 1995.

Lenkowsky, Ronald S. Bibliotherapy: A review and analysis of the literature. Journal of Special Education; Vol 21(2). 1987.

Marriage, Keith J., Gordon, Victoria & Brand, Linda. Social skills groups for boys with Asperger's syndrome. Australia and New Zealand Journal of Psychiatry; Vol. 29(1). 1995.

Mastropieri, Margo A. & Scruggs, Thomas E. Applications of mnemonic strategies with students with and without mental disabilities. Remedial and Special Education; Vol. 15(1). 1994.

Matson, JL, Sevin, JA, Box, ML, Francis, KL & Sevin, BM. An evaluation of two methods for increasing self-initiated verbalizations in autistic children. Journal of Applied Behavior Analysis; Vol.. 26(3). 1993.

Myles, Brenda Smith &Simpson, Richard L. Understanding the hidden curriculum: an essential social skill for children and youth with Asperger syndrome. Intervention in School & Clinic; Vol. 36(5). 2001.

Narayan, Janani S., Heward, William L., Gardner, Ralph & Courson, Frances H. Using response cards to increase student participation in an elementary classroom. Journal of Applied Behavior Analysis; Vol. 23(4). 1990.

Nolan, Kathleen A. & Polloway, Edward A. The use of reconstructive elaborations: Application in science instruction. U.S. Report via Disabilities and Education. 1992.

O'Melia, Mary Curley & Rosenberg, Michael S. Effects of cooperative homework teams on the acquisition of mathematics skills by secondary students with mild disabilities. Exceptional Children; Vol. 60(6). 1994.

Odom, Samuel L. & Strain, Philips. A comparison of peer initiation and teacher-antecedent interventions for promoting reciprocal social interactions of autistic preschoolers. Journal of Applied Behavior Analysis; Vol 19(1). 1986.

Pearson, Lucy J. A comparison of two bibliotherapeutic strategies to reduce the fears of young children. Dissertation Abstracts International; Vol. 48(6-A). 1987.

Pardeck, John T. Using literature to help adolescents cope with problems. Adolescence; Vol 29(114). 1994.

Reynolds, William M. & Stark, Kevin D. School-based intervention strategies for the treatment of depression in children and adolescents. Special Services in the Schools; Vol. 3(3-4). 1987.

Rinner, Louann. Sensory assessment for children and youth with autism spectrum disorders. Assessment for Effective Intervention; Vol. 27(1&2). 2001-2002.

Scruggs, Thomas E. & Mastropieri, Margo A. Mnemonic instruction for students with learning disabilities: what it is and what it does. Learning Disability Quarterly; Vol. 13(4). 1990.

Shechtman, Z. An innovative intervention for treatment of child and adolescent aggression: an outcome study. Psychology in the Schools; Vol. 37. 2000.

Shores, Jack R., Gunter, Ellis P., Debriere, TJ, & Wehby, J.H. Classroom interaction of children with behavioral disorders. Journal of Emotional and Behavioral Disorders; Vol. 1. 1993.

Siegal, Byrna. Helping Children with Autism Learn. Treatment approaches for parents and professionals. New York: Oxford Press. 2003.

Singer, George H., Singer, Joanne & Horner, Robert H. Using pretask requests to increase the probability of compliance for students with severe disabilities. Journal of the Association for Persons with Severe Handicaps; Vol. 12(4). 1987.

Skinner, E. A. & Belmont, M. J. Motivation in the classroom: reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology; Vol. 85, 1983.

Smith, Karen A. The Sensory-Sensitive Child. Practical Solutions for Out-of Bounds Behavior. New York: Western Psychological Services.

Spaccarelli, Steve, Cotler, Sheldon & Penman, Doris. Problem-solving skills training as a supplement to behavioral parent training. Cognitive Therapy & Research; Vol. 16(1). 1992.

Stanley, Sandra O., & Greenwood, Charles R. How much "opportunity to respond" does the minority disadvantaged student receive in school? Exceptional Children; Vol 49(4). 1983.

Stoddard, Barbra & MacArthur, Charles A. A peer editor strategy: guiding learning-disabled students in response and revision. Research in the Teaching of English; Vol. 27. 1993.

Swanson, Lee H. & Hoskyn, Maureen. Instructing adolescents with learning disabilities: A component and composite analysis. Learning Disabilities, Research and Practice; Vol. 16(2). 2001.

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Van Houten, Ron & Little, Greg. Increased response rate in special education children following an abrupt reduction in time limit in the absence of a token economy. Education & Treatment of Children; Vol. 5(1). 1982.

Van Houten, R, Nau, PA, MacKenzie-Keating, SE, Sameoto, D & Colavecchia, B. An analysis of some variables influencing the effectiveness of reprimands. Journal of applied behavior analysis; Vol. 15(1). 1982.

Wehby, Joseph H., Lane, Kathleen L.& Falk, Katherine B. Academic instruction for students with emotional and behavioral disorders. Journal of Emotional & Behavioral Disorders; Vol. 11(4). 2003.

Werts, Margaret, Gessler, Caldwell, Nicola, K. & Wolery, Mark. Peer modeling of response chains: observational learning by students with disabilities. Journal of Applied Behavior Analysis; Vol. 29(1).1996.

Wheeler, John J. & Carter, Stacy L. Using visual cues in the classroom for learners with autism as a method for promoting positive behavior. B.C. Journal of Special Education; Vol. 21(3). 1998.

Williams, Gladys, Donley, Corrine R. & Keller, Jennie W. Teaching children with autism to ask questions about hidden objects. Journal of Applied Behavior Analysis; Vol. 33(4). 2000.


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