Increasing Treatment Fidelity by Matching Interventions to Contextual Variables within the Educational Setting

References

• Albin, R. W., Lucyshyn, J. M., Horner, R. H., & Flannery, K. B. (1996). Contextual fit for behavioral support plans: A model for “goodness of fit.” In L. K. Koegel, R. L. Koegel, & G. Dunlap (Eds.), Positive behavioral support: Including people with difficult behavior in the community (pp. 81–98) Baltimore: Brookes.
   Google Scholar
• Anderson, S. R., Taras, M., & Cannon, B. O. (1996). Teaching new skills to young children with autism. In C. Maurice, G. Green, & S. C. Luce (Eds.), Behavioral intervention for young children with autism: A manual for parents and professionals (pp. 181–194). Austin, TX: PRO-ED.
   Google Scholar
• Baer, D., & Wolf, M. M. (1970). The entry into natural communities of reinforcement. In R. Ulrich, T. Stachnik, & J. Mabry (Eds.), Control of human behavior (Vol. II, pp. 319–324). Glenview, IL: Scott, Foresman.
   Google Scholar
• Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis, 18, 111–126.
   PubMed Web of Science ®Google Scholar
• Detrich, R., & Bartlebaugh, K. (1995). Consulting in educational settings: A social influence model for promoting cooperation. Preconvention workshop presented at the annual meeting of the Association for Behavior Analysis, Washington, DC.
   Google Scholar
• Dunlap, G., Kern-Dunlap, L., Clarke, S., & Robbins, F. R. (1991). Functional assessment, curricular revisions, and severe behavior problems. Journal of Applied Behavior Analysis. 24, 387–397.
   PubMed Web of Science ®Google Scholar
• Dyer, K, Dunlap, G., & Winterling, V. (1990). Effects of choice making on the serious problem behaviors of students with severe handicaps. Journal of Applied Behavior Analysis, 23, 515–524.
   PubMed Web of Science ®Google Scholar
• Elliott, S. N., Witt, J., Galvin, G., & Peterson, R. (1984). Acceptability of positive and reductive behavioral interventions: Factors that influence teachers' decisions. Journal of School Psychology, 22, 353–360.
   Web of Science ®Google Scholar
• Green, G. (1996). Early behavioral intervention for autism: What does the research tell us. In C. Maurice, G. Green, & S. C. Luce (Eds.), Behavioral intervention for young children with autism: A manual for parents and professionals (pp. 29–44). Austin, TX: PRO-ED.
   Google Scholar
• Gresham, F., Gansle, K. R., & Noell, G. H. (1993). Treatment integrity in applied behavior analysis with children. Journal of Applied Behavior Analysis, 26, 257–263.
   PubMed Web of Science ®Google Scholar
• Hart, B., & Risley, T. R. (1975). Incidental teaching of language in the preschool. Journal of Applied Behavior Analysis, 8, 411–420.
   PubMed Web of Science ®Google Scholar
• Heward, W. L. (1994). Three “low tech” strategies for increasing the frequency of active student response during group instruction. In R. Gardner III, D. M. Sainato, J. O. Cooper, T. E. Heron, W. L. Heward, J. Eshleman, & T. A Grossi (Eds.), Behavior analysis in education: Focus on measurably superior instruction (pp. 283–320) Pacific Grove, CA: Brooks/Cole.
   Google Scholar
• Kazdin, A. E. (1980). Acceptability of alternative treatments for deviant child behavior. Journal of Applied Behavior Analysis, 13, 259–273.
   PubMed Web of Science ®Google Scholar
• Koegel, L. K. (1995). Communication and language intervention. In R. L. Koegel & L. K. Koegel (Eds.), Teaching children with autism: Strategies for initiating positive interactions and improving learning opportunities (pp. 17–32) Baltimore: Brookes.
   Google Scholar
• Lovaas, O. I. (1996). The UCLA young autism of service delivery. In C. Maurice, G. Green, & S. Luce (Eds.), Behavioral intervention for young children with autism (pp. 241–248) Austin, TX: PRO-ED.
   Google Scholar
• McConnell, S. R., McEvoy, & Odom, S. L. (1992). Implementation of social competence interventions in early childhood special education classes: Current practices and future directions. In S. L. Odom, S. R. McConnell, & M. A. McEvoy (Eds.), Social competence of young children with disabilities: Issues and strategies for intervention (pp. 277–306). Baltimore: Brookes.
   Google Scholar
• Mace, F. C., & Roberts, M. L. (1993). Factors affecting selection of behavioral interventions. In J. Reichle & D. P. Wacker (Eds.), Communicative alternatives to challenging behaviors: Integrating functional assessment and intervention strategies (pp. 113–133). Baltimore: Brookes.
   Google Scholar
• Martens, B. K. (1993). Behavioral consultation. In J. E. Zins, T. R. Kratochwill, & S. N. Elliott (Eds.), Handbook of consultation services for children (pp. 65–86). San Francisco: Jossey-Bass.
   Google Scholar
• Martens, B. K., Witt, J. C., Elliott, S. N., & Darveaux, D. X. (1985). Teacher judgments concerning the acceptability of school-based interventions. Professional Psychology: Research and Practice, 16, 191–198.
   Web of Science ®Google Scholar
• Northup, J., Wacker, D. P., Berg, W. K., Kelly, L., Sasso, G., & DeRaad, A. (1994). Treatment of severe behavior problems in school settings using a technical assistance model. Journal of Applied Behavior Analysis, 27, 33–48.
   PubMed Web of Science ®Google Scholar
• O'Brien, S., & Karsh, K. G. (1990). Treatment acceptability: Consumer, therapist, and society. In A. Repp & N. N. Singh (Eds.), Perspectives on the use of nonaversive and aversive interventions for persons with developmental disabilities (pp. 503–516). Pacific Grove, CA: Brooks/ Cole.
   Google Scholar
• Peterson, L., Homer, A. L., & Wonderlich, S. A. (1982). The integrity of independent variables in behavior analysis. Journal of Applied Behavior Analysis, 15, 477–492.
   PubMed Web of Science ®Google Scholar
• Schopler, E., & Olley, J. G. (1982). Comprehensive educational services for autistic children: The TEACCH model. In C. R. Reynolds & T. B. Gutkin (Eds.), Handbook of school psychology (pp. 626–643). New York: Wiley.
   Google Scholar
• Shapiro, E. S. (1996). Academic skills problems: Direct assessment and intervention. New York: Guilford.
   Google Scholar
• Taylor, B. A., & McDonough, K. A. (1996). Selecting teaching programs. In C. Maurice, G. Green, & S. C. Luce (Eds.), Behavioral intervention for young children with autism: A manual for parents and professionals (pp. 63–177). Austin, TX: PRO-ED.
   Google Scholar
• Taylor, J. C., & Carr, E. G. (1993). In J. Reichle & D. P. Wacker (Eds.), Reciprocal social influences in the analysis and intervention of severe challenging behavior (pp. 63–81). Communicative alternatives to challenging behaviors: Integrating functional assessment and intervention strategies. Baltimore: Brookes.
   Google Scholar
• Wacker, D. P., Steege, M., Northup, J., Reimers, T., Berg, W., & Sasso, G. (1990). Use of functional analysis and acceptability measures to assess and treat severe behavior problems: An outpatient clinic model. In A. Repp & N. N. Singh (Eds.), Perspectives on the use of nonaversive and aversive interventions for persons with developmental disabilities (pp. 503–516). Pacific Grove, CA: Brooks/Cole.
   Google Scholar
• Wickstrom, K. F., & Witt, J. C. (1993). Resistance within school-based consultation. In J. E. Zins, T. R. Kratochwill, & S. N. Elliott (Eds.), Handbook of consultation services for children (pp. 159–178). San Francisco: Jossey-Bass.
   Google Scholar
• Witt, J. C., & Martens, B. K. (1988). Problems with problem-solving consultation: A re-analysis of assumptions, methods, and goals. School Psychology Review, 77, 211–226.
   Google Scholar
• Witt, J. C., Martens, B. K., & Elliott, S. N. (1984). Factors affecting teachers' judgments of acceptability of behavioral interventions: Time involvement, behavior problem severity and type of intervention. Behavior Therapy, 15, 204–209.
   Web of Science ®Google Scholar