參考書目
一、中文部分
王大延(1992)：介入自傷行為。特殊教育季刊，45期，1-4頁。
王大延(1993)：介入自閉症者的偏差行為。特殊教育季刊，48期，1-7頁。王大延(1996)：生活空間介入、憤怒控制訓練、代幣制度對國小軀體與語言攻擊暴力學童之影響研究。台北：心理。
王芳琪(1998)：以溝通為基礎的行為處理策略對極重度智能礙學生不尋常說話行為之效果研究。國立高雄師範大學特殊教育學系碩士論文。
李素娟(2003)：功能性評量對多重障礙幼兒行為問題處理成效之研究。國立臺東大學教育研究所碩士論文(未出版)。
邱上真(2002)：特殊教育導論—帶好班上每位學生。臺北：心理。
林惠芬(2000)：行為問題動機量表編製報告。載於特殊教育研究學刊，20期，129-145頁。林惠芬(2001)：功能性評量對智能障礙學生行為問題介入處理成效之研究。載於特殊教育學報，15期，85-105頁。洪儷瑜(2002)：社會技巧訓練的實施—如何教。載於洪儷瑜主編：社會技巧訓練的理念與實施(28-50頁)。臺北市：國立台灣師範大學特殊教育學系。
胡永崇(1998)：嚴重行為問題的功能分析。載於特教園丁，第14卷，第1期，8-14頁。
施顯烇(1995)：嚴重行為問題的處理。臺北：五南。
教育部(1992)：語言障礙、身體病弱、性格異常、行為異常、學習障礙暨多重障礙學生鑑定標準及就學輔導原則要點。
教育部(2002)：身心障礙及賦優異學生鑑定標準。
許天威(1994)：行為改變之理論與應用。高雄：復文。
許天威(2003)：個案實驗研究法。臺北：五南。
許天威(1975)：多重障礙教育。載於中國特殊教育學會主編：特殊兒童心理與教育，第十章。台北：中國行為科學社。
許天威(2004)：肢體障礙教育。載於教育部：中華民國特殊教育概況。台北市：教育部。
曹菁菱(2002)：台北市成年視障者休閒運動現況調查表。國立台灣師範大學運動休閒管理研究所碩士論文。
孫孟君(1998)：身體障礙青少年休閒自由、休閒偏好及休閒阻礙之研究。國立高雄師範大學特殊教育學研究所碩士論文。
陳永程(2003)：功能性評量暨處理方案對中重度智能障礙學生自傷行為介入成效之研究。國立嘉義大學特殊教育學系碩士班特殊教育學系碩士班碩士論文(未出版)。
陳郁菁(2003)：行為支持計畫對國中自閉症學生行為問題處理成效之研究。國立高雄師範大學特殊教育學系碩士論文(未出版)。陳榮華(1986)：行為改變技術。臺北：五南。
陳榮華(1992)：智能不足研究。臺北：師苑。
郭勇佐(1997)：增強替代行為改善極重度智能障礙者刻板行為之研究。國立彰化師範大學特殊教育學系碩士論文(未出版)。
張正芬(1996)：自閉症青年與成人現況調查研究。特殊教育研究學刊，14，133-155。張正芬(2000)：自閉症兒童行為問題功能之探討。載於特殊教育研究學刊，第18期，第127-150頁。張世彗(2003)：行為改變技術。臺北：五南。
張春興、林清山(1989)：教育心理學。台北：台灣東華。
張倉凱(2003)：功能溝通訓練對改善國小自閉症兒童自傷行為之研究。臺北市立師範學院身心障礙教育研究所碩士論文(未出版)。
莊惠玲(2000)：中部地區國民中學聽覺障礙學生休閒活動之調查研究。國立花蓮師範學院國民教育研究所碩士論文。溫婉琪(2000)：行為功能分析暨包裹策略介入國小自閉症學童吐口水偏異行為之效果研究。國立臺灣師範大學家政教育研究所碩士論文(未出版)。
鳳 華(1999)：功能性行為評估(Functional Behavior /Ass-
essment)之意涵與實務。載於特教園丁，第15卷，第1期，18-26頁。
鈕文英(2001)：身心障礙者行為問題處理。臺北：心理。
葉瓊華(2002)：多重障礙者之教育。載於新特殊教育通論，第十二章，369-403頁。
楊坤堂(1994)：行為管理法在特殊兒童輔導與教學上之應用(一)。國小特殊教育，17期，8-17頁楊坤堂(2007)：功能行為評量。載於台北市96學年度國小情緒障礙鑑定進階種子教師培訓研習手冊(台北市西區特殊教育資源中心)。
賴碧美(2003)：功能性溝通訓練介入多重障礙生自傷行為成效之研究。臺中師範學院國民教育研究所碩士論文(未出版)。
鍾儀潔(2003)：自閉症兒童固著行為的功能分析與介入成效之研究。國立高雄師範大學特殊教育學系碩士論文(未出版)。衛生署(2002)：身心障礙等級。
鍾書得(1997)：台北市高職聽障學生休閒活動及其影響因素之研究。國立臺灣師範大學衛生教育研究所碩士論文。
顏瑞隆(2002)：自閉症兒童行為問題家庭介入方案實施探究。國立高雄師範大學特殊教育學系碩士論文(未出版)。魏景銓(2001)：功能性評量處理策略對改善國小發展性障礙學生行為問題之研究。國立台北師範學院特殊教育研究所碩士論文(未出版)。
二、英文部分
Abt Associates. (1974). Assessment of selected resources for severely handicapped children and youth : Vol.1. A state of the art paper. Cambridge, MA: Abt Associate.(ERIC Document Reproduction Service No.ED 134 614.)
Alberto, P. A. & Troutman, A. C. (2003). Applied behavior analysis for teachers. (6th ed.). Upper Saddle River, New Jersey07458 : Prentice
—Hall, Inc.
Anderson, C. M., & Long, E. S. (2002). Use of a structured descriptive assessment methodology to identify variables affecting problem behavior.Journal of Applied Behavior Analysis, 35, 137-154.
American Association on Mental Retardation. (1992). Mental retardation : Definition,classification,and systems of supports(9th ed.).Washington
, DC:Author.
American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders(4th ed.).Wasington. DC:Author.
Baker, D. (1979). Severely handicapped:Toward an inclusive definition. AAESPH Review, 4(1), 52-65.
Baker, L. (1982). An evaluation of the role of metacognitive deficits in learning disabilities.Topics in Learning and Learning Disabilities, 2(1), 27-35.
Baron-Cohen, S. (1995). Mindblindness : An essay on autism and theory of mind (Learning,Development, and Conceptual Change). Cambri-
dge : MIT Press.
Batshaw, M.L., & Perret,Y. M. (1986). Children with handicaps: A medical primer (2nd ed.). Baltimore , MD: Paul H. Brookes..
Batshaw, M. L. (1997). Children with disabilities(4th ed.). Baltimore: Paul
H. Brookes.
Bijou, S. W., & Baer, D. M. (1961). Child development: Vol.1, A systematic and empirical theory. New York:AppletonCentury. Crofts.
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.
Bogart, L.,Piersel,W., & Gross, E. (1995).The long-term treatment of life-treatening pica:A case study of a woman with profound mental retardation living in an applied setting.Journal of Developmental and physical Disabilities, 7, 39-49.
Bigge, J. L. (1991). Teaching individuals with physical and multiple disabilities(3rd ed.) Upper Saddle River, NJ :Merrill/Prentice Hall.
Borthwick-Duffy, S. A. & Eyman, R. K. (1990). Who are the dually diagnosed ? American journal on Mental Retardation, 94,586-595.
Borrero, J. C., Vollmer, T. R., & Weight, C. S. (2002). An evaluation of contingency strength and response suppression. Journal of Applied Behavior Analysis,35, 337-347.
Brimer, R. W. (1990). Students with severe disabilities : Current perspectives and practice.Mountain View, California: Mayfield Publishing Co.
Brown, L., Nisbet, J., Ford, A., Sweet, M., Shiraga, B., York, J., & Loomis, R. (1983). The critical need for nonschool instruction in educational programs for severely handicappped students.Journal of the Association of the Severely Handicapped, 8,71-77.
Carr, E. G. (1977). The motivation of self-injurious behavior: A review of some hypotheses.Psychological Bulletin, 84,800-816.
Carr, E. G. (1994). Communication-based intervention for problem behav
ior:A user’s guide for producing positive change. Baltimore : Paul H. Brookes.
Carr, E., & Durand, V. M. (1985). Reducing behavior problems through functional communication training.Journal of Applied Behavior Analysis, 18, 111-126.
Carr, E., & Newsom, C., & Binkoff, J. (1980). Escape as a factor in the aggressive behavior of two retarded children. Journal of Applied Behavior Analysis, 13, 101-117.
Carr, E., Robinson, S., & Palumbo, I. (1990). The wrong issue:Aversive versus nonaversive treatment.The right issue: Functional versus nonfunctional treatment. In A Repp & N. singh (Eds.).Perspectives on the use of nonversive and aversive for persons with developmental disabilities . Sycamore, IL : Sycamore Publishing.
Carr, J., Coriary, S., Wilder, D., Gaunt, B., Dozier, C., Britton, L., Avina, C., & Reed, C. (2000). A review of “noncontingent”individuals with developmental disabilities. Research in Developmental Disabilities, 21, 377-391.
Chavez, E. (1995). Fetal alcohol syndrome: Teachers guide and resource booklet. Available : http//www.lcsc.edu./education/fas/index.html
[1996,Febury 17].
Cleland, C. C., & Swartz, J. D. (1982). Exceptionalities through the lifespan :An introduction. New York : Mac-Millan.
Cohen,W. I. (1996). Health care guidelines for individuals with Down syndrome. Down Syndrome Quarterly, 1(2).Available:http//:www.
denison.edu/dsq/health96.html[1999,March 5]
Cooper, J.O., Heron, T. E., & Heward, W. L. (1987). Applied behavior analysis. Columbus, OH:Merrill.
Costenbader, V., & Markson, S. (1998). School suspension: A study with secondary school students. Journal of School Psychology, 36,59-82.
Crawford, J., Brockel, B., Schauss, S., & Miltenberger, R. (1992). A com-
parison of methods for the functional assessment of stereotypic behavior. Journal of the Association for Persons with Severe Handicaps, 17. 77-86.
Crone, D. A., & Horner, R. H. (2003). Building positive behavior support systems in schools : functional behavioral assessment. New York : The Guilford Press.
Cruickshank, W. M. (1955). Cerebral palsy: Its individual and community problems. Syracuse: Syracuse Univ. Press.
Cruickshank, W. M. (1971). Psychology of exceptional children and youth.3rd Ed., Englewood Cliffs:Prentice-Hall.
Derby, K. M., Wacker, D. P., Peck, S., Sasso, G., DeRaad, A., Berg, W.,
Asmus,J., & Ulrich, S. (1994). Functional analysis of separate topographies of aberrant behavior. Journal of Applied Behavior Ana-
lysis,27,267-278.
Donnellan, A., Mirenda, P., Mesaros, R., & Fassbender, L. (1984). Analyzing the communicative functions of aberrant behavior. The Journal of the Association for Persons with Severe Handicapes. 9. 201-212.
Drasgow, E., & Halle, J. W. (1995). Teaching social communinication to young children with severe disabilities. Topics in Early Childhood Special Education, 15(2), 164-186.
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 Behavioral Analysis,27, 505-518.
Durand, V. M., & Carr, E. (1987). Social influences on “self-stimulatory”
behavior . Journal of Applied Behavior Analysis,20, 119-132.
Durand, V. M. (1990). Severe behavior problems: A functional communi-
cation training approach. New York : Guilford.
Durand, V. M., & Carr, E. (1991). Functional communication training to reduce challenging behavior: Maintenance and application in new settings.Journal of Applied Behavior Analysis , 24 , 251-264.
Durand, V. M., & Carr, E. G. (1992). An analysis of maintenance following functional communication training. Journal of Applied Behavior Analysis, 25, 777-794.
Durand, V. M., & Crimmins, D. B. (1988). Identifying variables maintai-
ning self-injurious behavior. Journal of Autism and Development Disorders,18, 99-117.
Durand, V. M., & Crimmins, D. B. (1992). The Motivation Assessment Scale(MAS) Topeka, KS : MonCO & Associates Inc..
Durand,V.M. (1999). Functional communication training using assistive devices: Recruiting natural communities of reinforcement. Journal of Applied Behavior Analysis, 32, 247-267.
Edelson, S. (1995a). Fragile X syndrome[Online].Center for the Study of Autism, Salem, Oregon. Available:http//:www.autism.org/fragilex.
html [no date].
Edelson, S. (1995b). Overview of autism[Online]. Center for the Study of Autism, Salem, Oregon. Available: http//:www.autism.org/overview.
html[no date].
Elksnin, L. K., & Elksnin, N. (1998). Teaching social skills to students with learning and behavioral problems . Intervention in School and Clinic, 33, 131-140.
Ervin, R. A., & Ehrhardt, E. K.(2000).Behavior analysis in school psychology. In J Austin & J.E.Carr (Eds.), Handbook of applied behavior analysis (pp.113-135). Reno, NV : Context Press.
Fisher, W., Piazza , C. C., Bowman , L. G., Hagopian , L. P., Owens , J. C., & Slevin , I. (1992). A comparison two approaches for identifying reinforces for persons with severe and profound disabilities. Journal of Applied Behavior Analysis, 25(2), 491-498.
Forest , M., & Lusthaus, E. (1990). Everyone belongs with the Maps Action planning System. Teaching Exceptional Children, 22(2, 32-35.)
Fredericks, H. D., & Baldwin, V. (1987). Individuals with sensory impair-
ments: Who are they ? How are they educated ? In L. Goetz, D. Guess, & K. Stremel-Campbell(Eds.) Innovative program design for individuals with dual sensory impairments(pp.3-14). Baltimore: Paul H. Brookes.
Frith, U. (1997). Autism. Scientific American, 7(1),92-99.
Graff, R., & Libby, M. (1999). A comparison of presession and withinses-
sion reinforcement choice. Journal of Applied Behavior Analysis, 32, 161-173.
Gresham, F. M., Sugai, G., & Horner, R. H. (2001). Interpreting outcomes of social skills training for students with highincidence disabilities.
Exceptional Children, 67,331-344.
Grossman, H. J.(Ed.). (1973). Manual on terminology and classification in mental retardation.Washington,DC: American Association on Mental Deficiency.
Grossman, H. J.(Ed.). (1977). Manual on terminology and classification in mental retardation. Washington,DC: American Association on Mental Deficiency.
Grossman, H. J.(Ed.). (1983). Manual on terminology and classification in mental retardation. Washington,DC: American Association on Mental Deficiency.
Guess,D.,& Siegel-Causey,E. (1988).Students with severe and multiple disabilities.In E. L.Meyen & T.M.Skrtic (Eds.),Exceptional children and youth: An introduction (pp.239-320). Denver, Co.:Love Publish-
ing Co.
Hagerman, R. (1994).Fragile X syndrome. The Arc’s Q&A on Fragile X [Online]. Available: http://The Arc.org/faqs/fragqa.html[no date].
Hardman, M., & Drew, C. (1977). The physically handicapped retarded individual: A review. Mental Retardation,15(5),43-48.
Haring , N. G.(Ed.). (1988). Generalization for students with severe handicaps : Strategies and solutions. Seattle, WA: University of Washington Press.
Heber, R. (1959). A mamual onterminology and classification in mental retardation. Monograph Supplement of American Journal of Mental Deficiency(No.64).
Hewett, F. M. (1968). The emotionally disturbed child in the classroom. Boston: Allyn & Bacon.
Hewett, F. M., & Taylor, F. D. (1980). The emotionally disturbed child in the classroom: The orchestration of success (2nd.ed.).Boston: Allyn & Bacon.
Hobbs, S. A., & Forehand, R. (1977). Important parameters in the use of time out with children: A reexamination. Journal of Behavior Therapy and Experimental Psychiatry , 8 , 365-370.
Hops, H. Beickel, S., & Walker, H. M. (1976). CLASS(contingencies for Learning Academic and Social Skills): Manual for consultants.
Eugene , OR: University of Oregon,Center at Oregon for Research in Behavioral Education of the Handicapped.
Holowach, K. T. (1989). Teaching that Works: The Individualized Critical Skills Model. California State Dept. of Education, Sacramento. Div. of Special Education.
Horner, R. H. (1994). Functional assessment: Contributions and future directions. Journal of Applied Behavior Analysis , 27 , 401-404.
Horner,R., & Day, H. (1991).The effects or response efficiency on functionally equivalent competing behaviors. Journal of Applied Behavior Analysis,24,719-732. Horner, R.H.,
Horner, R. H., McDonnell, J. J., & Bellamy, G. T. (1986). Teaching generalized skills:General case instruction in simulation and community settings. In R. H. Horner, L. H. Meyer, & H. D. B. Fredericks(Eds.), Education of learners with severe handicaps: Exemplary service strategies(pp.289-314). Baltimore, MD: Paul H. Brookes.
Horner, R. H., Vaughn, B. J., Day, H. M., & Ard, W. R. (1996). The relationship between setting events and problem behaviors: expanding our understanding of behavior support. In L. K. Koegel, R. L. Koegel, & G.Dunlap(Eds.), Positive behavioral Support: Including people with difficult behavior in the community (pp.381-402).Baltimore,MD: Paul H. Brookes Publishing Co.
Individuals With Disability Education Improvement Act of 2004, Public Law 108-446, 108th Cong. 2nd sess.(December 3, 2004).
Iwata, B. A., Dorsey , M. F., Slifer , K. J., Bauman , K. E., & Richman,G.S.(1982/1994).Toward a functional analysis of self-injury. Analysis and Intervention in Developmental Disabilities,2,3-20.Rep-
rinted in Journal of Applied Behavior Analysis,27, 197-209.
Iwata, B., & Deleon, I. (1996). The functional analysis screening tool. The Florida Center on Self-Injury. Gainesville, FL:The University of Florida.
Iwata, B. A., & McCord. B. E. (2003). Functional analysis of problem behavior: A review. Journal of Applied Behavior Analysis, 36,
147-185.
Iwata, B., & Pace , G., Kalsher , M., Cowdery , G., & Cataldo, M. (1990). Experimental analysis and extinction of selfinjurious escape behavior. Journal of Applied Behavior Analysis,23,11-27.
Iwata, B.,Vollmer, T., & Zarcone, J. (1990). The experimental (function-
nal) analysis of behavior disorders: Methodology, applications, and limitations. In A. Repp & N. Singh. (Eds.),Perspectives on the use of nonaversive and aversive interventions for persons with developmental disabilities (pp.301-330). Sycamore, IL: Sycamore Press.
Jacobson, J. W. (1990). Do some mental disorders occur less frequently among persons with mental retardation ? American Journal on Mental Retardation, 94, 596-602.
Justen, J. E. (1976). Who are the severely handicapped ? A problem in definition.AAESPH Review,1(5),1-11.
Kauffman, J. M. (Ed.). (1989). Characteristics of behavior disorders of children and youth (4th ed.). Columbus , OH : Merrill.
Kazdin. A. (1989). Behavior modification in applied settings. (4th ed.) Balmont,CA : Brooks/Cole publishing Company.
Kazdin. A. (1994). Behavior modification in applied settings. (5th ed.) Pacific Grove, California: Brooks/Cole publishing Company.
Kern-Dunlap, L., Dunlap, G., Clarke, S., Childs, K. E., White, R. L., & Stewart, M. P.(1992). Effects of a video tape feedback package on the peer interactions of children with serious behavioral and emotional challenges. Journal of Applied Behavior Analysis, 25, 355-364.
Kerr, M. M., & Nelson, C. C. (1998). Strategies for managing behavior problems in the classroom (3rded.).Upper Saddle River, NJ: Prentice-
Hall,Inc.
Kirk, S. A., Gallagher, J. J. & Anastasiow, N. J. (1997). Educating exceptional children. (8th ed.). Boston : Houghton Mifflin.
Knitzer, J., Steinberg, Z., & Fleisch, B. (1990). At the schoolhouse door. New York : Bank Street College of Education.
Lacy, M. (1996). Some common sense answers to dietary management. Wavelength, 5(2). Available: http//www.visibleink.inter.net/
wavelength.htm[no date]
Lennox, D., & Miltenberger, R. (1989). Conducting a functional assessm-
ent of problem behavior in applied settings. Journal of the Association for Persons with Severe Handicaps. 14,304-31.
Lerman. D., Iwata, B., Rainville, B., Adelinis, J. Crosland, K., & Kogan, J. (1997). Effects of reinforcement choice on task responding in individuals with developmental disabilities .Journal of Applied Behavior Analysis, 30, 411-422.
Lewis, T., Scott, T., & Sugai, G.(1994). The problem behavior questionnaire: A teacher-based instrument to develop functional hypotheses of problem behavior in general education classrooms. Diagnostique, 19, (2-3), 103-115.
Lucyshyn, J. M., Albin, R.W., & Nixon C. D. (1997). Embedding comprehendsive behavioral support in family ecology: an experime-
ntal,single-caseanalysis.Journal of Consulting and Clinical Psychol-
ogy, Vol,65.No,2.241-251.
Ludlow, B. L., & Sobsey, R. (1984). The school’s role in educating severely handicapped students. Bloomington, IN: Phi Delta Kappa Educational Foundation.
Mace, F., Lalli, J., & Lalli, E. (1991). Function alanalysis and treatment of aberrant behavior.Research in Developmental Disabilities. 12.
155-180.
Martin, G., & Pear, J. (2000). Behavior modification(7thed.).Upper Saddle River,New Jersey07458:Prentice-Hall, Inc.
Matson, J., & Vollmer, T. (1995).User’s Guide: Questions About Behavior Function (QABF). Baton Rouge, LA: Scientific Publishers.
McCord, B. E., Thomson, R. J., & Iwata, B. A. (2001). Functional analysis and treatment of self-injury associated with transitions. Journal of Applied Behavior Analysis, 34, 195-210.
McGonigle, J., & Rojahn, J. (1989). An experimental analysis of visual screening and DRO for stereotyped behavior in young children with developmental disabilities. Journal of the Multihandicapped Person,2,251-270.
McLean, L. K., Brady, N. C., & McLean, J. E.(1996). Reported communication abilities of individuals with severe mental retardation. American Journal on Mentual Retardation, 100,580-591.
Meyer, L. H., & Evans, I. M. (1989). Nonaversive intervention for behavior problems: A manual for home and community. Baltimore, MD : paul H. Brookes Publishing Co.
Meyer, L. H., Peck, C. A., & Brown, L.(Eds.). (1991).Critical issue in the lives of people with serve disabilities. Baltimore: Paul H.Brookes.
Moore, J. W., Mueller , M. M., Dubard M., Roberts, D. S., & Sterling-Turner,H. E. (2002). The influence of therapist attention on self-injury during a tangible condition. Jour nal of Applied Behavior Analysis , 35,283-286.
Miller, J. A., Tansy, M. & Hughes T. L.(1998). Functional behavioral assessment: The link between problem behaviors and effective intervention in schools. Current Issues in Education, 1(1),46-58.
O’Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K. Y., & Newton, J. S. (1997). Functional assessment and program development for problem behaviors:A practical handbook (2nded.). Pacific Grove,CA : Brooks/Cole Publishing Co.
O’Reilly , M., Lancioni , G., & Taylor, I. (1999). An empirical analysis of two forms of extinction to treat aggression. Research in Developmental Disabilities, 20, 315-325.
Paclawskyj, T., Matson, J., Rush, K., Smalls, Y., & Vollmer, T. (2000). Questions about behavioral function(QABF) : a behavioral checklist for functional assessment of aberrant behavior. Research in Developmental Disabilities, 21, 223-229.
Paul, R. (1987). Communication. In D. J. Cohen & A. M. Donnellan
(Eds.),Handbook of autism and pervasive developmental disorders (pp.61-84). New York : John Wiley.
Piazza, C., Moes, D., & Fisher, W. (1996). Differential reinforcement of alternative behavior and demand fading in the treatment of escape-maintained destructive behavior. Journal of Applied Behavior Analysis, 29 , 569-572.
Piazza, C. C., Roane, H. S., Keeney, K. M. Boney, B. R ., & Abt , K. A.
(2002).Varying response effort in the treatment of pica maintained by automatic reinforcement.Journal of Applied Behavior Analysis,35, 233-246.
Porterfield, J. K., Herbert-Jackson, E., & Risley, T. R. (1976).Contingent
observation : An effective and acceptable procedure for reducing disruptive behavior of young children in a group setting. Journal of Applied Behavior Analysis, 9, 55-64.
Prader-Willi Syndrome Association—USA. (1998). Basic facts and medical alert.Available:http//:www. pwsausa. org/[1999.January 1].
Pueschel, S. M. (1990). A parent’s guide to Down syndrome : Toward a brighter future. Baltimore : Paul H. Brookers.
Resis , S. (1990). Prevalence of dual diagnosis in community-based day programs in the Chicago metropolitan area.American Journal on Mental Retardation, 94, 578-585.
Royer, E. (1995). Behaviour disorders,exclusion and social skills: punish-
ment is not education. Therapeutic Care and Education, 4,32-36.
Sailor, W., & Haring, N. (1977). Some current directions in the education of the severely/multiply handicapped. AAESPH Review, 2(2),67-86.
Sasso, G., Reimers, T., Cooper, L., Wacker, D., Berg, W., Steege, M., Kelly, L., & Allaire, A.(1992).Use of descriptive and experimental analysis to identify the functional properties of aberrant behavior in school settings. Journal of Applied Behavior Analysis, 25, 809-821.
Schleien, S. J.,Meyer, L. H., Heyne, L. A., Brandt, B. B.(1995). Lifelong leisure skill and lifestyles for persons with developmenttal disabilities. Baltimore : Paul H.Brooks Pub.Co.
Searcy, S., & Meadows, N. B. (1994). The impact of social structures on friendship development for children with behavior disorders. Education and Treatment of Children, 17, 255-268.
Shapiro, E. S., & Kratochwill, T. R. (Eds.). (2000). Behavioral assessment in schools : Theory , research , and clinical foundations (2nd ed.).New York: Guilford Press.
Shirley, M. J., Iwarta, B. A., Kahng, S. W., Mazaleski, J. L., & Lerman, D. C. (1997). Does functional communication training competing with ongoing contingencies of reinforcement ? :An analysis during response acquisition and maintenance. Journal of Applied Behavior Analysis, 30, 96-104.
Short, E. J., & Weissberg-Benchell, J. (1989). The triple alliance for learning: Cognition, metacognition, andmotivation. In C. B. McCor-
mick, G. E.Miller, and M.Pressley(Eds.), Cognitive strategy research:From basic research to educationnal applications (pp.33-63). New York: Springer-Verlag.
Snell, M. E.(Ed). (1987). Systematic Instruction of persons witb severe handicaps (3rd ed.). Columbus, OH: Merrill.
Snell, M. E. Lewis, A. P., & Houghton,(1989). Acquisition and maintenance of toothbrushing skills by students with cerebral palsy and mental retardation.The Journal of The Association for Persons with Severe Handicaps. 14, 216-226.
Smithdas,R.(1981).Psychological aspects of deaf-blindness.In S. Walsh & Holzberg (Eds.), Understanding and educating the deaf-blind/sever-
ely and profoundly handicapped.Springfield, IL: Charles C Thomas.
Sontag, E., Sailor, W., & Smith, J.(1977). The severely/proofundiy handicapped:Who are they? Where are we? The Journal of Special Education, 11(1), 5-11.
Spradlin, J. E., & Girardeau, F. L. (1966). The behavior of moderately and severely retarded persons. In N. R. Ellis (Ed.),International review of research in mental retardation,vol.1(pp.257-305).New York: Academic.
Stainback, S., & Stainback, W. (Eds.). (1991). Teaching in the inclusiue classroom : Curriculum design , adaptation and delivery. Balimore, MD: Paul H. Brookes.
Steege, M. W., Brown-Chidsey, R. B., & Mace, C. F. (2002). Best practices in evaluating interventions. In A.Thomas & J. Grimes(Eds.), Best practices in school psychology-IV(pp.517-534). Washington,DC: National Association of School Psychologists.
Steege, M. W., & Northup, J. (1998). Brief functional analysis of problem behavior: A practical approach for school psychologists. Proven Practice : prevention and Remediation Solutions for schools, 1,4-11, 37-38.
Sturmey, P. (1994). Assessing the functions of aberrant behaviors: A review of psychometric instruments. Journal of Autism and Developmental Disabilities,24, 293-303.
Tawney, J. W. & Gast, D. L. (1984). Single Subject Research In Special Education. Columbus : Charles E. Merrill.
Thompson, B., & Guess, D. (1989). Students who experience the most profound disabilities: Teacher perspectives. In F. Brown & D. H.Lehr(Eds.), Persons with profound disabilities: Issues and practices(pp.3-41).Baltimore : Paul H. Brookes.
Thompson, R. H. & Iwata, B. A. (2001). A descriptive analysis of social consequences following problem behavior. Journal of Applied Behavior Analysis,34, 169-178.
Todis, B., Severson, H. H., & Walker, H. M. (1990). The critical events scale: Behavioral profiles of students with externalizing and internalizing behavior disorders. Behavioral Disorders, 15, 75-86
Tucker,M.,Sigafoos, J., & Bushnell, H.(1998).Use of noncontingent reinforcement in the treatment of challenging behavior : A review and clinical guide. Behavior Modification,22,529-547.
United Cerebral Palsy Association(1996).Understanding cerebral palsy [Online]. Available: http://seals.com/ publish/ understanding/ucp.
html[no date].
Van Camp, C., Lerman, D., Kelley,M., Contrucci, S., & Vorndran, C.
(2000).Variable-time reinforcement schedules in the treatment of socially maintained problem behavior. Journal of Applied Behavior Analysis, 33, 545-557.
Van Dijk, J. (1985). An educational curriculum for deaf-blind multi-hand-
icapped persons.In D.Ellis (Ed.), Sensory impairments in mentally handicapped people(pp.374-382). San Diego, CA: College-Hill Press.
Van Houten, R. (1993). The use of wrist weights to reduce self-injury ma-
intained by sensory reinforcement. Journal of Applied Behavior Analysis, 26, 197-203.
Vaughn, S., & Sinagub, J. (1998). Social competence of students with learning disabilites. In B.Y.L.Wong(Ed.)., Learning about learning disabilities (pp.453-487). New York :Academic Press.
Volkmar, F. R. (1987).Social development. In D. J. Cohen & A. M. Donnellan (Eds.), Handbook of autism and pervasive developmental disorders(pp.41-60).New York : John Wiley.
Vollmer,T.R.(1994).The concept of automatic reinforcement:Implications for behavioral research in developmental disabilities. Research in Developmental Disabilities, 15,187-207.
Walker, J. E., & Shea, T. M. (1988). Behavior management : A practical approach for educatons (4th ed.). New York : Merrill/Macmillan.
Watson, J., Singh, N., & Winton, A. (1986).Suppressive effects of visual and facial screening on self-injurious fingersucking. American Journal of Mental Deficiency , 90 , 526-534.
Watson, T. S., & Steege,M.W.(2003).Conducting schoolbased functional behavioral assessments.New York:The Guilford Press.
Westling D. L.,& Fox L.(2000).Teaching students with severe disabilities. (2nd ed.) Upper Saddle River. NJ : Merrill/Prentice-Hall.
Whitman, T. L. (1990). Self-regulation and mental retardation. American Journal on Mental Retardation ,94 (4) , 347-362.
Worsdell A. S., Iwata, B. A., Hanley, G. P., Thompson R. H., & Kahng,S.W.(2000).Effects of continuous and intermittent reinforce-
ment for problem behavior during functional communication training. Journal of Behavior Analysis. 33(2), 167-179.
Wright , B. A. (1983). Physical disability-a psychosocial approach.2nd Ed.,New York: Haper & Row, Publishers.
Zabel,R.H., & Zabel,M.K.(1996).Classroom management in context. Boston: Houghton Mifflin.
Zarcone, J. R. , Rodgers, T. A., Iwata, B. A., Rourke, D. A., & Dorsey, M. F. (1991). Reliability analysis of the motivational assessment scale.Research in Developmental Disabilities, 12, 349-360.