http://www.autismtoday.com/articles/ABA_Behavioral_Intervention.htm

 

Journal Articles

Lovaas, O.I. (1987) Behavioral treatment and normal educational and
intellectual functioning in young autistic children. Journal of
Consulting and Clinical Psychology, 55, 3-9. This publication
summarizes Lovaas's groundbreaking study in which 9 of 19 children
receiving intensive behavioral treatment achieved normal functioning.

McEachin, J.J, Smith, T., & Lovaas, O.I. (1993) Long-term outcome for
children with autism who received early intensive behavioral treatment.
American Journal on Mental Retardation, 4, 359-372. The follow-up to
Lovaas's 1987 article, it takes a critical look at the children that
achieved normal functioning 6 years later.

Birnbrauer, J.S. & Leach, D.J. (1993) The Murdoch early intervention
program after 2 years. Behaviour Change, 10, 63-74. This article
describes the most comprehensive attempt, to date, at replication of
the original Lovaas study.

Perry, R., Cohen, I., & DeCarlo, R. (1995) Case study: deterioration,
autism, and recovery in two siblings. Journal of the American Academy
of Child and Adolescent Psychiatry, 34, 232-237. This publication is a
case study following two siblings from initial diagnosis to recovery
from autism due to intensive behavioral treatment.

Lovaas, O.I., Smith, T, & McEachin, J.J. (1989) Clarifying comments on
the Young Autism study: Reply to Schopler, Short, and Mesibov. Journal
of Consulting and Clinical Psychology, 57, 165-167. A number of criticisms have been leveled at Lovaas's two studies, some of which are distortions of the truth. In this publication, Lovaas and his colleagues respond to these criticisms.

Fenske, E.C., Zalenski, S., Kranz, P.J. & McClannahan, L.E. (1985) Age
at intervention and treatment outcome for autistic children in a
comprehensive intervention program. Analysis and Intervention in
Developmental Disabilities, 5, 49-58. This article demonstrates the
need for behavioral intervention to be implemented early to be most
effective.

Randomized Trial of Intensive Early Intervention for Children with
Pervasive Developmental Disorder American Journal on Mental Retardation, 2000, Vol. 105, No. 4, 269-285.

Follow-up to the 1987 Lovaas  Study, the American Journal on Mental
Retardation, Volume 97, Number 4, January 1993.

Home-Based Behavioral Treatment of Young Children with Autism, Journal
of Autism and Developmental Disorders, Vol. 28, No. 1, 1998.

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Recent Legislation

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Senate passes respite care bill; heads to Bush for signature
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By DONNA DE LA CRUZ
Associated Press Writer

December 8, 2006, 4:49 PM EST

WASHINGTON -- The Senate on Friday passed a bill making it easier for the estimated 50 million families caring at home for adults and children with special needs to find respite care.

The House passed the bill, sponsored by New Jersey Rep. Mike Ferguson, on Wednesday. The bill now heads to President Bush. White House aides have said the president will sign it into law, Ferguson's office said.

"I'm on top of the world," Ferguson said shortly after the Senate passed the bill by a voice vote.

"It's a triumph, a triumph for family members who are caring for loved ones, who are looking for a break," Ferguson said. "And it's a triumph for those receiving the care, who because of this bill and because of the respite care they receive, are good and compassionate and loving caregivers."

The Lifespan Respite Care Act provides $289 million over five years for states to train volunteers and provide other services to families.

Ferguson's father, Thomas, quit his job to care for his ailing wife when she was diagnosed with cancer. Roberta Ferguson died in 2003 after battling multiple myeloma for six years.

Respite care can come in many forms, from tutoring autistic children to helping feed and dress an elderly patient to transporting someone to a doctor's appointment.

Sen. Hillary Clinton, D-N.Y., the bill's main Senate sponsor, said the measure will provide what has been missing in helping family caregivers get respite care: coordinating services and helping families find them.

"We are sending a message to family caregivers: we recognize, we honor your commitment and in many instances, your sacrifice," Clinton said on the Senate floor.

But getting the bill through the Senate was not easy because of spending concerns voiced by Sen. Tom Coburn, R-Okla. Coburn did not object to the bill, but to overall government spending without enough congressional oversight.

Coburn ultimately agreed to let the bill be brought up on the Senate floor after he was allowed floor time to speak of his concerns on government spending.

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Bill is H.R. 3248.



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This article originally appeared at:
http://www.newsday.com/news/local/wire/newjersey/ny-bc-nj--respitecare1208dec08,0,3207976.story?coll=ny-region-apnewjersey
 

Science of ABA

Baer, D.M., Wolf, M.M., & Risley, T.R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1, 91-97

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Functional Analysis

Bijou, S.W., Peterson, R.F., & Ault, M.H. (1968).  A method to integrate descriptive and experimental field studies at the level of data and empirical concepts. Journal of Applied Behavior Analysis, 1, 175-191.

Sasso, G.M., Reimers, T.M., et al. (1992) Use of descriptive and experimental analyses to identify the functional properties of aberrant behavior in school settings. Journal of Applied Behavior Analysis, 25, 809-821

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A Collection of Reprints on Verbal Behavior

by Mark L. Sundberg, Ph.D. and Jack Michael, Ph.D.
Includes articles on research published in 

The Analysis of Verbal Behavior, JEAB, JABA, Behaviorism, and The Behavior Analyst.

Topography-based and Selection-based Verbal Behavior

Michael, J. (1985). Two kinds of verbal behavior plus a possible third, The Analysis of Verbal Behavior, 3, 1-4.

Potter, B., Huber, S., & Michael, J. (1997). The role of mediating verbal behavior in selection-based responding.  The Analysis of Verbal Behavior, 14, 41-56.

Sundberg, C. & Sundberg, M. (1990) Comparing topography-based verbal behavior with stimulus selection-based verbal behavior. The Analysis of Verbal Behavior, 8, 31-41.

Sundberg, M.L. & (1993). Selecting a response form for nonverbal persons: Facilitated communication, pointing systems, or sign language.  The Analysis of Verbal Behavior, 11, 99-116.

Wraikat, R., Sundberg, C.T., & Michael, J. (1991). Topography-based and selection-based verbal behavior: A further comparison. The Analysis of Verbal Behavior, 9, 1-17.

Pairing teacher vocalizations with sign language can lead to learner vocalization

Carr, E. & Dores, P. (1981) Speech vs. sign comprehension in autistic children; analysis and prediction. Journal of Experimental Child Psychology, 37, 587-597.

Casey, L.O. (1978) Development of communicative behavior in autistic children: A parent program using manual signs. Journal of Autism and Childhood Schizophrenia, 8, 45-59.

Fulwiler, R. & Fouts, R. (1976) Acquisition of American Sign Language by a non-communicating autistic child, Journal of Autism and Childhood Schizophrenia, 6, 43-50.

Konstanantareas, M., Webster, C., & Oxman, J. (1979). Manual language acquisition and its influence on other areas  of functioning in four autistic and autistic-like children. Journal of Child Psychology and Psychiatry and Allied Disciplines, 20, 337-350.

Layton, T. (1988) Language training with autistic children using four different modes of presentation. Journal of Communication Disorders, 21, 333-350.

Layton, T. & Baker, P. (1981) Description of semantic-syntactic relations in an autistic child. Journal of Autism and Developmental Disorders, 11, 385-399.

Layton, T. & Watson I. (1995) Enhancing communication in non-verbal children with autism. In K.A. Quill (Ed) Teaching Children with Autism: Stategies to enhance communication and socialization. (p. 73-101) New York: Delmar Publishers.

Schaeffer, B., Kollinzas, G., Musil, A., & McDowell, P. (1978). Spontaneous verbal language for autistic children through signed speech. Sign Language Studies, 21, 317-352.

Yoder, P. & Layton, T. (1989) Speech following sign language training in autistic children with minimal verbal language.  Journal of Autism and Developmental Disorders, 18, 217-229.

Sign language can lead to improved vocalizations

Barrera, R.& Sulzer-Azaroff, B. (1983) An alternating treatment comparison or oral and total communication training program with echolalic autistic children. Journal of Applied Behavior Analysis, 4, 379-394.

Konstantareas, M. (1984) Sign language as a communication prosthesis with language impaired children. Journal of Autism and Developmental Disorders, 14, 9-25.

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Errorless Learning

Heckaman, K., Alber, S., Hooper, S., and Heward, W. (1998) A comparison of
least to most and progressive time delay on the disruptive behavior of
students with autism.  Journal of Behavioral Education, 8, 171-202.

Touchette, P.E. & Howard, J. (1984) Errorless learning: Reinforcement
contingencies and stimulus control transfer in delayed prompting.  JABA, 17,
175-181

Joint Control

http://www.calstatela.edu/faculty/zlowenk/

THE JOINT  CONTROL  HOME PAGE is an archival resource.  It contains presented papers, symposia, published articles, and unpublished position papers concerned with the application of Skinner's concepts of verbal behavior to a rigorous, behavioral description of those human performances commonly ascribed to hypothesized psychological processes of perception, cognition, memory, problem solving, and goal orientation.  Articles and papers on this web site are  particularly focussed on the role joint control  plays in extending the descriptive and explanatory functions of Skinner's verbal operants in accounting for these sorts of psychological processes.

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Generalization / Transfer of Stimulus Control

Stokes, T. F., & Baer, D. M. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis, 10, 349-367.

abstract

Campbell, C. R., & Stremel-Campbell, K. (1982). Programming loose training as a strategy to facilitate language generalization. Journal of Applied Behavior Analysis, 15, 295-301.
abstract

Charlop, M. H., Schreibman, L., & Thibodeau, M. G. (1985). Increasing spontaneous verbal responding in autistic children using a time delay procedure. JABA, 18, 155-166.

Campbell, C. R., & Stremel-Campbell, K. (1982). Programming loose training as a strategy to facilitate language generalization. Journal of Applied Behavior Analysis, 15, 295-301.
abstract

Halle, J. W., & Holt, B. (1991). Assessing stimulus control in natural settings: An analysis of stimuli that acquire control during training. Journal of Applied Behavior Analysis, 24, 579-589.
abstract

Wolery, M. & Gast, D.L. (1984). Effective and efficient procedures
for the transfer of stimulus control. Topics in Early Childhood
Special Education, 4, 52-77.



 

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Video self-modeling

Hartley,E.T., et al. Self-modeling as an intervention to increase student
classroom participation. Psychology in the Schools, 1998, 35(4), 363-372.

Brown, G.W. & Middleton, H. Use of self-as-a-model to promote generalization
and maintenance of the reduction of self-stimulation in a child with mental
retardation. Education and Training in MR and DD, 1998, 33(1), 76-80.

Alt, et al. The introduction of role play to a group of women with learning
disabilities. British Journal of Learning Disabilities, 1997, 25, 144-147.

Dowrick, P., and Ward, K. Video feedforward in the support of a man with
intellectual disability and inappropriate sexual behavior. Journal of
Intellectual & Developmental Disability, 1997, 22(3), 147-160.

Falk, G.D., et al. An analysis of self-evaluation and videotape feedback for
improving the peer interactions of students with externalizing and
internalizing behavior problems. Behavioral Disorders, 1996, 21(4), 261-276.

Lonnecker, C., et al. Video self-modeling and cooperative classroom behavior
in children with learning and behavior problems. Behavioral Disorders, 1994,
20(1), 24-34.

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Data Collection and Analysis

Research indicating that writing behavioral objectives containing performance

standards and systematic formative measurement of student performance are

effective and efficient methods of monitoring student progress:

Alberto, P.A. & Troutman, A.C. (1990). Applied behavior analysis for teachers

(3rd ed.). New York: Merrill.

Bloom, L.A., Hursh, D., Wienke, W.D., & Wolf, R.K. (1992). The effects of

computer assisted data collection on student behavior. Behavioral Assessment,

14(2), 173-190.

Cooke, N.L., Heward, W.L., Test, D.W., Spooner, F., & Courson, F.H. (1991).

Student performance data in the classroom: Measurement and evaluation of

student progress. Teacher Education and Special Education, 14(3), 155-161.

Farlow, L.J. & Snell, M.E. (1989). Teacher use of student performance data to

make instructional decisions: Practices in programs for students with

moderate to profound disabilities. Journal of the Association for Persons

with Severe Handicaps, 14(1), 13-22.

Fuchs, L.S. & Fuchs, D., (1986). Effects of systematic formative evaluation:

A meta-analysis. Exceptional Children, 53(3), 199-208.

Kauffman, J.M. (1993). Characteristics of emotional and behavioral disorders

of children and youth (5th ed.). New York: Merrill.

Salvia, S., & Hughes, H.R. (1990). Curriculum-based assessment: Testing what

is taught. New York: Macmillan.

Research indicating that systematic collection, analysis and application of

data through data-based decision rules are necessary to determine whether

instruction is progressing:

Fuchs, L.S. (1986). Monitoring progress among mildly handicapped pupils:

Review of current practice and research. Regular Education and Special

Education 7(5), 5-12.

Fuchs, L.S. & Fuchs, D., (1986). Effects of systematic formative evaluation:

A meta-analysis. Exceptional Children, 53(3), 199-208.

Walton, T.W. (1985). Educators' responses to methods of collecting, storing

and analyzing behavioral data. Journal of Special Education Technology, 7(2),

50-55.

Wolery, M., Ault, M.J., & Doyle, P.M. (1992). Teaching students with moderate

to severe disabilities: Use of response prompting strategies. New York:

Longman.

Research indicating that data collection and analysis increase student

performance:

Fuchs, L.S. & Fuchs, D., (1986). Effects of systematic formative evaluation:

A meta-analysis. Exceptional Children, 53(3), 199-208.

Research indicating that special education teachers are not able to perform

valid analyses of trends in student performance without data:

Bentz, J.L. & Fuchs, L.S. (1993). Teacher judgment of student mastery of math

skills. Diagnostique, 18(3), 219-232.

Utley, B.L., Zigmond, N., & Strain, P.S. (1987). How various forms of data

affect teacher analysis of student performance. Exceptional Children, 53,

411-422.

Research indicating that skills in data collection and analysis are critical

competencies for special education practitioners:

Blackhurst, A.E., McLoughlin, J.A., & Price, L.M. (1977). Issues in the

development of programs to prepare teachers of children with learning and

behavior disorders.  Behavioral Disorders, 2, 157-168.

Joyce, B.G., & Weinke, W.D. (1989). Preservice competencies for teachers of

students with behavior disorders in a rural setting. Teacher Education and

Special Education, 12, 13-18.

Walker, S.C., & Bruno, R.M. (1992). Essential skills in diagnosis and

assessment for beginning teachers. Diagnostique, 17, 95-107.

Research investigating the frequency of data collection on teachers'

decisions or judgments regarding student performance:

Munger, G.F., Snell, M.E., Loyd, B.H. (1989). A study of the effects of

frequency of probe data collection and graph characteristics on teachers'

visual analysis.   Research in Developmental Disabilities, 10(2), 109-127.

Farlow, L.J., Loyd, B.H., & Snell, M.E. (1991). The relationship between

student performance under training conditions and under probe conditions and

the implications for interpretation of student performance data. Journal of

the Association for Persons with Severe Handicaps, 16(2), 85-93.

Grigg, N. C., Snell, M.E., Loyd, B.H. (1989). Visual analysis of student

evaluation data: A qualitative analysis of teacher decision making. Journal of

 the Association for Persons with Severe Handicaps, 14(1), 23-32.

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Evidence that Sensory Integration DOES NOT have empirical data on its effectiveness

http://www.nasponline.org/publications/cq312si.html