Feeley and Jones (2005) Studies Demonstrating the Effectiveness of Applied Behavior Analysis Methodology with Children with Down Syndrome
Assessment and Treatment of Challenging Behavior 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(3), 137-154. 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 Interventions, 5(3), 144-152. Cole, C.L., & Levinson (2002). Effects of within-activity choices on the challenging behavior of children with severe developmental disabilities. Journal of Positive Behavior Interventions, 4(1), 29-37. Hall, A.M., Neuharth-Pritchett, S., & Belfiore, P.J. (1997). Reduction of aggressive behaviors with changes in activity: Linking descriptive and experimental analysis. Education and training in mental retardation and developmental disabilities, 32(4), 331339. Hetzroni, O.E., & Roth, T (20030. Effects of a positive support approach to enhance communicative behaviors of children with mental retardation who have challenging behaviors. Education and Training in Developmental Disabilities, 38(1), 95-105. Lalli, J. S., Browder, D. M., Mace, F. C., & Brown, D. K. (1993). Teacher use of descriptive analysis data to implement interventions to decrease students' problem behaviors. Journal of Applied Behavior Analysis, 26, 227-238. Marcus, B.A., & Vollmer, T. R. (1996). Combining noncontingent reinforcement and differential reinforcement schedules as treatment for aberrant behavior. Journal of Applied Behavior Analysis, 29, 43-51. McComas, J.J., Thompson, A., and Johnson, L. (2003). The effects of presession attention on problem behavior maintained by different reinforcers. Journal of Applied Behavior Analysis, 36(3), 297-307. Rapp, J.T., Vollmer, T.R., St. Peter, C., Dozier, C. L., & Cotnoir, N.L. (2004). Analysis of response allocation in individuals with multiple forms of stereotyped behavior. Journal of Applied Behavior Analysis, 37, 481-501. Repp, A. C., & Karsh, D. (1994). A hypothesis-based interventions for tantrum behavior of person with developmental disabilities in school settings. Journal of Applied Behavior Analysis, 27(1), 21-31.
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Romaniuk, C., Miltenberger, R., Conyers, C., Jenner, N., Jurgens, M., & Ringenber, C. (2002). The influence of activity choice on problem behaviors maintained by escape versus attention. Journal of Applied Behavior Analysis, 35(4), 349-362. Vollmer, T.R., Marcus, B. A., Ringdahl, J.E., & Roane, H. S. (1995). Progressing from brief assessments to extended experimental analyses in the evaluation of aberrant behavior. Journal of Applied Behavior Analysis, 28, 561-576. Interventions to Address Speech and Language Skills Bidder, R.T., Bryant, G., Gran, O.P. (1975). Benefits to Down’s syndrome children through training their mothers. Archives of Disease in Childhood, 50, 383 – 386. Cottrell, A.W., Montague, J., Farb, J., & Throne, J.M. (1980). An operant procedure for improving vocabulary definition performances in developmentally delayed children. Journal of Speech and Hearing Disorders, XLV 90-120. Dodd, B., McCormack, P., Woodyatt, G. (1994). Evaluation of an intervention program: Relation between children’s phonology and parents’ communicative behavior. American Journal on Mental Retardation, 98(5), 632-645. Drash, P.W., Raver, S.A., Murrin, M.R., & Tudor, R.M. (1989). Three procedures for increasing vocal response to therapist prompt in infants and children with Down syndrome. American Journal on Mental Retardation 94, 64-73. Hemmeter, M.L., Ault, M.J., Collins, B.C., & Meyer, S (1996). The effects of teacherimplemented language instruction within free time activities. Education and Training in Mental Retardation and Developmental Disabilities,31(3), 203-212. MacCubrey, J. (1971). Verbal operant conditioning with young institutionalized Down's syndrome children. American Journal of Mental Deficiency, 75, 696-701. McDonnell, A. P. (1996). The acquisitioin, transfer, and generalization of requests by young children with severe disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 31(3), 213-234. Poulson, C. L., (1988). Operant conditioning of vocalization rate of infants with Down syndrome. American Journal on Mental Retardation, 93(1), 57-63. Purdy, A. H., Deitz, J. C., and Harris, R. (1987). Efficacy of two treatment approaches to reduce tongue protrusion of children with Down syndrome. Developmental Medicine and child Neurology, 29, 469-476.
Feeley and Jones (2005) Salzberg, C. L., & Villani, T. V. (1983). Speech training by parents of Down syndrome toddlers: Generalization across settings and instructional contexts. American journal of Mental Deficiency, 87(4), 403-413. Taubman, M.,; Brierley, S., Wishner, J., Baker, D., McEachin, J, Leaf, R. B. (2001). Research in Developmental Disabilities, 22(3), 205-219. Tekin, E., & Kircaalie-Iftar, G. (2002). Comparison of the effectiveness and efficiency of two response prompting procedures delivered by sibling tutors. Education and Training in Developmental Disabilities, 37 (3), 283-299. Warrren, S. F. (1992). Facilitating basic vocabulary acquisition with milieu teaching procedures. Journal of Early intervention, 16(3), 235-251. Cognition Broadley, I., & MacDonald, J. (1993). Teaching short term memory skills to children with Down’s syndrome. Down Syndrome Research and Practice, 1 (2), 56-62. Conners, F. A., Rosenquist, C. J., & Taylor, L. A. (2001). Memory training for children with Down syndrome. Down Syndrome Research and Practice, 7 (1), 25-33. Estevez, A.F., Fuentes, L.J., Overmier, J.B., & Gonzalez, C. (2003). Differential outcomes effect in children and adults with down syndrome. American Journal on Mental Retardation, 108(2), 108 – 116. Farb, J., & Throne, J. M. (1978). Improving the generalized mnemonic performance of a Down’s syndrome child. Journal of Applied Behavior Analysis, 11, 413-419. Pasnak, R., Whitten, J. C., Perry, P., Wiass, S., Madden, S. E., & Watson-White, S. A. (year). Achievement gains after instruction on classification and seriation. Sloper, P., Glenn, S. M., & Cunningham, C. C. (1986). The effect of intensity of training on sensori-motor development in infants with Down’s syndrome. Journal of Mental Deficiency Research, 30, 149-162. Spence and Capt (1994). The effect of a multimodal reinforcer on object concept performance and off-task behaviors of children with down syndrome. Infant-Toddler Intervention: The Transdisciplinary Journal, 4(2), 75-85.
Self Care Bosner, S. M. & Belfiore, P. J. (2001). Strategies and considerations for teaching an adolescent with Down syndrome and Type 1 diabetes to self-administer insulin. Education and Training in Mental Retardation and Developmental Disabilities, 36(1), 94-102.
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Biederman, G. B.; Fairhall, J. L.; Raven, K. A.; Davey, V. A. (1998). Verbal prompting, hand-over-hand instruction, and passive observation in teaching children with developmental disabilities. Exceptional Children, 64(4), 503-511. Mechling, L.C., & Gast, D. L. (1997). Combination audio/visual self- prompting system for teaching chained tasks to students with intellectual disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 138-153. Training in Applied Behavior Analysis to Staff who teach Children with Down McBride and Schwartz (2003). Effects of teaching early interventionists to use discrete trials during ongoing classroom activities. Topics in Early Childhood Special Education, 23(1), 5-17. Schepis, M. M., Reid, D. H., Ownbey, J., & Parsons, M. B. (2001). Training support staff to embed teaching within natural routines of young children with disabilities in an inclusive preschool. Journal of Applied Behavior Analysis, 34, 313-327. Academic Instruction Lane, S. D., & Critchfield, T. S. (1998). Classification of vowels and consonants by individuals with moderate mental retardation: Development of arbitrary relations via match-to-sample training with compound stimuli. Journal of Applied Behavior Analysis, 31, 21-41. Tekin-Iftar, E (200). Effectiveness of peer delivered simultaneous prompting on teaching community signs to students with developmental disabilities. Education and Training in Developmental Disabilites, 38(1), 77-94.
