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Center Faculty Publications

Journal Articles Published

  • Baggett, K.M., & Carta, J. J. (2006). Using assessments to guide social-emotional intervention for very young children: An individual growth and development indicator (IGDI) of parent-child interaction. Young Exceptional Children Monograph Series, 8, 67-76.
  • Buschbacher, P. W., & Fox, L. (2003). Understanding and intervening with the challenging behavior of young children with autism spectrum disorder. Language, Speech, and Hearing Services in Schools, 34(3), 217-227.
  • Buschbacher, P., Fox, L., & Clarke, M. (2004). Recapturing desired family routines:
    A parent-professional behavioral collaboration. Research and Practice for Persons with Severe Disabilities, 29, 25-39.
  • Carta, J. J., Greenwood, C. R., Luze, G. J., Cline, G., & Kuntz, S. (2004). Developing a general outcome measure of growth in social skills for infants and toddlers. Journal of Early Intervention, 26, 91-114.
  • Cheatham, G., & Santos, R. M. (2005). A-B-C’s of bridging home and school expectations for children and families of diverse backgrounds. Young Exceptional Children, 8(3), 3-11.
  • 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, 67-71
  • Conroy, M. A., Asmus, J. M., & Sellers, J. A. (2005). Using an antecedent-based intervention to decrease automatically reinforced stereotypic behavior in a general education classroom. Focus on Autism and Developmental Disorders, 20(4), 223-230.
  • Conroy, M. A., & Brown, W. H. (2004). Early identification, prevention, and early intervention with young children at-risk for emotional/behavioral disorders: Issues, trends, and a call for action. Behavioral Disorders, 29(3), 224-236.
  • Conroy, M. A., Dunlap, G., Clarke, S., & Alter, P. (2005). A descriptive analysis of behavioral intervention research with young children with challenging behavior.  Topics in Early Childhood Special Education, 25, 157-166.
  • 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. (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., Ester, T., Langhans, S., & Fox, L. (2006). Functional communication training with toddlers in home environments Journal of Early Intervention, 29, 81-97.
  • Dunlap, G., & Fox, L. (2007). Parent-professional partnerships: A valuable context for addressing challenging behaviors. International Journal of Development, Disability and Education, 54, 273-285.
  • Dunlap, G., Strain, P. S., Fox, L., Carta, J., Conroy, M., Smith, B., et al. (2006). Prevention and intervention with young children’s challenging behavior: A Summary of current knowledge. Behavioral Disorders, 32, 29-45.
  • DuPaul, G. J., & Kern, L. (2004). Preventing problems in young children with ADHD. Attention!, October, 28-33.
  • Erbas, D., Yucesoy, S., Turan, Y., & Ostrosky, M. M. (2006). Turkish special education teachers' implementation of functional analysis in classroom settings. Education and Treatment of Mental Retardation, 41(2), 155-162.Forness, S., Walker, H., & Hemmeter, M. L. (2003). Assessment and local child outcomes in the social and emotional domain. NHSA Dialogue, 6(2), 268-279.
  • Fox, L., Dunlap, G., & Cushing, L. (2002). Early intervention, Positive Behavior Support, and transition to school. Journal of Emotional and Behavior Disorders, 10(3), 149-157.
  • Fox, L., Dunlap, G., Hemmeter, M. L., Joseph, G. E., and Strain, P. S. (2003). The teaching pyramid: A model for supporting social competence and preventing challenging behavior in young children. Young Children, 58(4), 48-52.
  • Fox, L., Dunlap, G., & Powell, D. (2002). Young children with challenging behavior: Issues and considerations for behavior support. Journal of Positive Behavior Interventions, 4(4), 208-217.
  • Fox, L., & Clarke, S. (2006). Aggression? Using positive behavior support to address challenging behavior. Young Exceptional Children Monograph Series, 8, 42-56.
  • Fox, L., & Lentini, R. (2006). You got it! Teaching social and emotional skills. Young Children, 61(6), 36-42.
  • Fox, L., Vaughn, B. J., Wyatte, M. L., & Dunlap, G. (2002). "We Can’t Expect Other People to Understand": Family Perspectives on Problem Behavior, Exceptional Children, 68(4), 437-450.
  • Hemmeter, M. L., Fox, L., & Doubet, S. (2006). Together we can: An early childhood center’s program wide approach to addressing challenging behavior. Young Exceptional Children Monograph Series, 8, 1-14..
  • Hemmeter, M.L., Fox, L., Jack, S., Broyles, L., & Doubet, S. (2007). A program-wide model of positive behavior support in early childhood settings. Journal of Early Intervention, 29, 337-355.
  • Hemmeter, M. L., Ostrosky, M., & Fox, L. (2006). Social and emotional foundations for early learning: A conceptual model for intervention. School Psychology Review, 35, 583-601.
  • Hieneman, M., Dunlap, G., & Kincaid, D. (2005). Positive support strategies for students with behavioral disorders in general education settings.  Psychology in the Schools, 42, 779-794.
  • Joseph, G. E., & Strain, P. S. (2002) Building positive relationships with young children. Young Exceptional Children, 7(4), 21-28.
  • Joseph, G. E., & Strain, P. S. (2002). Helping young children control anger and handle disappointment. Young Exceptional Children, 7(1), 21-29.
  • Joseph, G. E., & Strain, P. S. (2003). Comprehensive evidence-based social-emotional curricula for young children: An analysis of efficacious adoption potential. Topics in Early Childhood Special Education, 23(2), 65-76.
  • Joseph, G. E., & Strain, P. S. (2003). Enhancing emotional vocabulary in young children. Young Exceptional Children, 6(4), 18-26.
  • Kern, L., & Clemens, N. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44, 65-75
  • Kern, L., DuPaul, G. J., Volpe, R., Sokol, N., Lutz, J. G., Arbolino, L. Pipan, M. et al. (2008). Multi-setting Assessment-Based Intervention for Young Children At-Risk for ADHD: Initial Effects on Academic and Behavioral Functioning. School Psychology Revie, 25, 215-227.
  • Markey, D. J. (2002.) Operation positive change: PBS in an urban center. Journal of Positive Behavior Interventions, 4(4), 218-230.
  • Meadan, H., Halle, J. W., Ostrosky, M. M. & DeStefano, L. (2008). Communicative
    behavior in the natural environment: Case studies of two young children with autism and limited expressive language. Focus on Autism and Other Developmental Disorders, 23, 37-48.
  • Meadan, H., Ostrosky, M. M., & Halle, J. W. (2006). What? I don't understand. Pardon?: The use of communication breakdowns to encourage communication. Young Exceptional Children, 9 (3), 2-9.
  • Odom, S. L., Brown, W. H., Frey, T., Karasu, N., Smith-Canter, L. L., & Strain, P. S. (2003). Evidence-based practices for young children with autism: Contributions for single-subject design research. Focus on Autism and Other Developmental Disabilities, 18(3), 166-175.
  • Ostrosky, M. M., Gaffney, J. S., & Thomas, D. V. (2006). The interplay of building literacy and relationships for young children. Reading and Writing Quarterly, 22, 173-191.
  • Powell, D., Dunlap, G., & Fox, L. (2006). Prevention and intervention for the challenging behaviors of toddlers and preschoolers. Infants and Young Children, 19, 25-35.
  • Powell, D., Fixsen, D., Dunlap, G., Smith, B., & Fox, L. (2007). A synthesis of knowledge relevant to service utilization and delivery for young children with or at risk of challenging behavior. Journal of Early Intervention, 29, 81-106.
  • Santos, R. M., Cheatham, G., & Ostrosky, M. M. (2006). Ensene me: Strategies for supporting the social and emotional development of young ELLs. Language Learner, 1(3), 5-8, 24.
  • Stichter, J. P., Clarke, S., & Dunlap, G. (2004). Two decades of assessment and antecedent-based intervention across behavioral and developmental disabilities. Education and Treatment of Children, 27, 86-104.
  • Strain, P. S. & Joseph, G. E. (2006). You got to have friends. Young Exceptional Children Monograph Series, 8, 1-22.
  • Strain, P. S., & Joseph, G. E. (2004). A not so good job with "Good Job": A response to Kohn 2001. Journal of Positive Behavior Interventions, 6(1), 55-59.
  • Strain, P. E., & Joseph, G. E. (2004). Engaged supervision to support recommended practices for young children with challenging behavior. Topics in Early Childhood Special Education, 24, 39-50.
  • Turan, Y., Ostrosky, M. M., & Halle, J. W. (2004). Acceptability of language interventions: A comparison of preschool and elementary teachers' responses. Journal of Early Intervention, 26(3), 221-233.
  • Utley, B., & Sailor, W. (2003). Positive behavior support and urban school improvement. Journal of Positive Behavior Intervention, 4(4), 195.

Books and Chapters Published

  • Conroy, M. A., Brown, W. H., & Olive, M. (2007). Social competence interventions for young children with challenging behaviors. In W.H. Brown, S.L. Odom, & McConnell, S. (Eds.) Social Competence of Young Children: Risk, Disability, and Evidence-based Practices (2nd Ed.). Baltimore: Paul H. Brookes.
  • Conroy, M. A. (Ed.) (2003). Prevention and Early Intervention for Young Children at Risk for Emotional or Behavioral Disorder. Reston: CCBD
  • Conroy, M., Hendrickson, J. M., & Hester, P. P. (2004). Early identification and prevention of emotional and behavioral disorders. In R. Rutherford, M. Quinn, & S. Mathur (Eds.), Handbook of research in behavior disorders. (pp. 199-215). New York: Guilford Press.
  • Dunlap, G., Iovannone, R. & Kincaid, D. (2008). 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., & 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., 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.
  • Hemmeter, M. L., & Fox, L. (2008). Supporting teachers in promoting children’s social competence and addressing challenging behavior. In P.J. Winton, J. A. McCollum, & C. Catlett (Eds.), Practical Approaches to Early Childhood Professional Development: Evidence, Strategies, and Resources (pp. 119-142). Washington, DC: Zero to Three.
  • Fox, L. & Dunlap, G. (2006). Evidence-based Practices for Young Children with and At-Risk for Social-Emotional or Behavioral Problems. In J. Knitzer, R. Kaufman, & D. Perry (Eds.), Early Childhood Mental Health System of Care (pp.313-334). Baltimore: Paul H. Brookes
  • Grisham-Brown, J., Hemmeter, M. L., & Pretti-Frontczak, K. (2005). Blending practices for teaching young children in inclusive settings. Baltimore: Brookes Publishing Company.
  • Halle, J. W., Ostrosky, M. M., & Hemmeter, M. L. (2006). Functional communication training. In R. A. McCauley & M. Fey (Eds.), Treatment of language disorders in children: Conventional and controversial treatments. (pp. 509-545). Baltimore: Brookes.
  • Horner, R.H., Dunlap, G., Beasley, J., Fox. L., Bambara, L., Brown, F., et al. (2005). Positive support for behavioral, mental health, communication, and crisis needs. In K.C. Lakin & A. Turnbull (Eds.), National goals and research for persons with intellectual and developmental disabilities. (pp.93-107). Washington DC: American Association on Mental Retardation.
  • Kern, L. & Kokina, A. (2008). Using positive reinforcement to decrease challenging behavior. In J. K. Luiselli, D. C. Russo, & W. P. Christian (Eds.): Effective practices for children with autism: Educational and behavior support interventions that work. New York: Oxford Press.
  • Kern, L., & Clarke, S. (2005). Antecedent and setting event interventions. In L. Bambara & L. Kern (Eds.), Individualized supports for students with problem behaviors. (pp. 201-36). New York: Guilford Press.
  • Kern, L., Sokol, N. G., & Dunlap, G. (2006). Assessment of antecedent influences on challenging behavior. In J. K. Luiselli (Ed.) Antecedent Assessment and Intervention: Supporting Children and Adults with Developmental Disabilities in Community Settings (pp .53-72). Baltimore: Paul H. Brookes Publishing Company
  • Lucyshyn, J. M., Dunlap, G., & Albin, R. W. (2002). Families and Positive Behavior Support: Addressing problem behavior in family contexts. Baltimore: Paul H. Brookes Publishing Company.
  • Perry, A., Dunlap, G., & Black, A. (2007). Autism and related disabilites. In A Comprehensive Guide to Intellectual and Developmental Disabilities. Baltimore: Brookes Publishing Company.
  • Powell, D., & Dunlap, G. (2005). Mental health services for young children. In R. G. Steele & M. C. Roberts (Eds.), Handbook of mental health services for children, adolescents, and families (pp. 15-30). New York: Kluwer Academic/Plenum Publishers.
  • Sailor, W. (2003). Implications of federal and state devolution policy for inclusion Whole School Success and Inclusive Education: Building Partnerships for Learning, Achievement and Accountability. New York: Teachers Press College.
  • Strain, P.S., & Bovey, E. (2007). LEAP preschool. In J. Handleman and S. Harris (Eds.). Preschool education programs for children with autism. Austin, TX: Pro-Ed. p.249-281.
  • Strain, P. S., & Joseph, G. E. (2003). Engaged supervision to support evidence-based practices for young children with challenging behavior. In M.A. Conroy (Ed.) Prevention and early intervention for young children at risk for emotional or behavioral disorder. Reston: CCBD.
  • Strain, P.S., Schwartz, I., & Bovey E., (2007). Social skills intervention for young children with autism: Programmatic research findings and implementation issues. In S. Odom, S. McConnell and W. Brown (Eds.) Social competence of young children: Risk, disability, & intervention. Baltimore: Paul Brookes. p.253-272.

Books and Chapters In Press

  • 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.

Newsletters and Magazines

  • Brown, D. S. (2002, Winter.) On good behavior. USF Magazine. 44(1), 13.
  • Dunlap, G., Fox, L., & Vaughn, B. (2003, January/February.) Families, problem behaviors, and Positive Behavior Support. TASH Connections. 29(1/2), 28-31.
  • Dunlap, G., Lewis, T. J., & McCart, A. (2006). Program-wide positive behavior support for young children. On-line newsletter for www.pbis.org. 3(3), 1-6.
  • Fox, L. (Summer 2003). Positive Behavior Support. Kansas Inservice Training System Newsletter. 12(3), 1-4.
  • Hemmeter, M. L., Corso, R., & Fox, L. (2004, March/April.) Promoting young children’s social-emotional development and addressing challenging behaviors. NABE News.  27(4), 8-11.
  • McCart, A., & Sailor, W. (2003, January/February.) Using empowerment evaluation to establish and sustain schoolwide positive behavior support. TASH Connections. 29(1/2), 22-27.
  • Markey, D. J., & Markey, U. (2002, Winter). The Center for Evidence-Based Practice: Young Children with Challenging Behavior. Operation Positive Change.
  • Markey, D. J., & Markey, U. (2003, Spring). The Center for Evidence-Based Practice: Young Children with Challenging Behavior. Pyramid/POC Newsletter Circulation.
  • Smith, B., & Giacomini, J. (2003, Spring.) Joining forces to provide information on challenging behavior and social/emotional development. Linking the Pieces Together: National Head Start Association, 1-2.
  • The Center for Evidence-Based Practice: Young Children with Challenging Behavior. (2001, Fourth Quarter). The Networker, 3.
  • The Louis de la Parte Florida Mental Health Institute. (2000-2001). Making research work: A report of institute activities, 20-21.

Training Materials

  • Pyramid Parents Training Project. (July 2001). Best practices in Positive Behavior Support: A handbook for parents.
  • Pyramid Parents Training Project. (July 2001). Operation Positive Change. Parent’s handbook. Using Positive Behavioral Support: At home.
  • Pyramid Parents Training Project. (July 2001). Operation Positive Change. Parent’s handbook. Using Positive Behavioral Support: At home. Trainer’s lesson plans.
  • Pyramid Parents Training Project. (July 2001).  Operation Positive Change: PBS at school. A parent’s guide to participating in the development of your child’s Positive Behavioral Support plan at school.

Center Documents