Functional communication training using assistive devices: effects on challenging behavior and affect

REFERENCES

• Baumgart, D., Johnson, J., & Helmstetter, E. (1990). Augmenta-tive and alternative communication systems for persons with moderate and severe disabilities. Baltimore: Paul H. Brookes.
   Google Scholar
• Bihm, E. M., Kienlen, T. L., Ness, M. E., & Poindexter, A. R. (1991). Factor structure of the Motivation Assessment Scale for persons with mental retardation. Psychological Reports, 68, 1235–1238.
   PubMed Web of Science ®Google Scholar
• Bird, F., Dores, P. A., Moniz, D., & Robinson, J. (1989). Reducing severe aggressive and self-injurious behaviors with functional communication training: Direct, collateral and generalized re-sults. American Journal of Mental Retardation, 94, 37–48.
   PubMedGoogle Scholar
• Calculator, S., & Dollaghan, C. (1982). The use of communication boards in a residential setting. Journal of Speech and Hearing Disorders, 14, 281–287.
   Google Scholar
• Carr, E. G. (1988). Functional equivalence as a mechanism of response generalization. In R. H. Homer, G. Dunlap, & R. L. Koegel (Eds.), Generalization and maintenance: Life-style changes in applied settings (pp. 221–241). Baltimore: Paul H. Brookes.
   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
• Carr, E. G., & Kemp, D. C. (1989). Functional equivalence of autistic leading and communicative pointing: Analysis and treatment. Journal of Autism and Developmental Disorders, 19, 561–578.
   PubMed Web of Science ®Google Scholar
• Crawford, J., Brockel, B., Schauss, S., & Miltenberger, R. G. (1992). A comparison of methods for the functional assess-ment of stereotypic behavior. Journal of The Association for Persons with Severe Disabilities, 17, 77–86.
   Google Scholar
• Dattilo, J., & Camarata, S. (1991). Facilitating conversation through self-initiated augmentative communication treatment. Journal of Applied Behavior Analysis, 24, 369–378.
   PubMed Web of Science ®Google Scholar
• Donnellan, A. M., Mirenda, P. L., Mesaros, R. A., & Fassbender, L. L. (1984). Analyzing the communicative functions of aber-rant behavior. Journal of The Association for Persons with Severe Handicaps, 9,201–212.
   Google Scholar
• Doss, S., & Reichle, J. (1989). Establishing communicative alter-natives to the emission of socially motivated excess behavior: A review. Journal of The Association for Persons with Severe Handicaps, 14, 101–112.
   Google Scholar
• Dunlap, G., Kern-Dunlap, L., Clarke, S., & Robbins, F. R. (1991). Functional assessment, curricular revision, and severe behav-ior problems. Journal of Applied Behavior Analysis, 24, 387–397.
   PubMed Web of Science ®Google Scholar
• Durand, V. M. (1990). Severe behavior problems: A functional communication training approach. New York: Guilford Press.
   Google Scholar
• Durand, V. M., & Carr, E. G. (1991). Functional communication training to reduce challenging behavior: Maintenance and ap-plication in new settings. Journal of Applied BehaviorAnalysis, 24, 251–264.
   PubMed Web of Science ®Google Scholar
• Durand, V. M., & Crimmins, D. B. (1988). Identifying the variables maintaining self-injurious behavior. Journal of Autism and De-velopmental Disorders, 18, 99–117.
   PubMed Web of Science ®Google Scholar
• Durand, V. M., & Crimmins, D. B. (1992). The Motivation Assess-ment Scale: Administration manual. Topeka, KS: Monaco & Associates.
   Google Scholar
• Durand, V. M., Crimmins, D. B., Caulfield, M., & Taylor, J. (1989). Reinforcer assessment I: Using problem behavior to select reinforcers. Journal of The Association for Persons with Se-vere Handicaps, 14, 113–126.
   Google Scholar
• Durand, V. M., & Kishi, G. (1987). Reducing severe behavior problems among persons with dual sensory impairments: An evaluation of a technical assistance model. Journal of The Association for Persons with Severe Handicaps, 12, 2–10.
   Web of Science ®Google Scholar
• Evans, I. M., & Meyer, L. H. (1985). An educative approach to behavior problems. Baltimore: Paul H. Brookes.
   Google Scholar
• Homer, R. H., & Budd, C. M. (1985). Teaching manual sign language to a nonverbal student: Generalization of sign use and collateral reduction of maladaptive behavior. Education and Training of the Mentally Retarded, 20, 39–47.
   Google Scholar
• Homer, R. H., Dunlap, G., Koegel, R. L., Carr, E. G., Sailor, W., Anderson, J., Albin, R. W., & O'Neill, R. E. (1990). Toward a technology of "nonaversive" behavioral support. Journal of The Association for Persons with Severe Handicaps, 15, 125–132.
   Google Scholar
• Homer, R. H., Sprague, J. R., O'Brien, M., & Heathfield, L. T. (1990). The role of response efficiency in the reduction of problem behaviors through functional equivalence training: A case study. Journal of The Association for Persons with Se-vere Handicaps, 15, 91–97.
   Google Scholar
• Hunt, P., Alwell, M., & Goetz, L. (1988). Acquisition of conversa-tional skills and the reduction of inappropriate social interac-tion behaviors. Journal of The Association for Persons with Severe Handicaps, 13, 20–27.
   Google Scholar
• Hunt, P., Alwell, M., Goetz, L., & Sailor, W. (1990). Generalized effects of conversation skill training. Journal of The Associa-tion for Persons with Severe Handicaps, 15, 250–260.
   Google Scholar
• Mathy-Laikko, P., Iacono, T., Ratcliff, A., Villarruel, F., Yoder, D., & Vanderheiden, G. (1989). Teaching a child with multiple disabilities to use a tactile augmentative communication de-vice. Augmentative and Alternative Communication, 5,249–256.
   Google Scholar
• Meyer, L. H., & Evans, I. M. (1989). Nonaversive intervention for behavior problems: A manual for home and community. Balti-more: Paul H. Brookes.
   Google Scholar
• Mirenda, P. (1985). Designing pictorial communication systems for physically able-bodied students with severe handicaps. Augmentative and Alternative Communication, 1, 58–64.
   Google Scholar
• Mirenda, P., & Beukelman, D. R. (1987). A comparison of speech synthesis intelligibility with listeners from three age groups. Augmentative and Alternative Communication, 3,120–128.
   Google Scholar
• Reichle, J., York, J., & Sigafoos, J. (1991). Implementing aug-mentative and alternative communication. Baltimore: Paul H. Brookes.
   Google Scholar
• Rotholz, D. A., Berkowitz, S. F., & Burberry, J. (1989). Function-ality of two modes of communication in the community by students with developmental disabilities: A comparison of sign-ing and communication books. Journal of The Association for Persons with Severe Handicaps, 14, 227–233.
   Web of Science ®Google Scholar
• Siegel-Causey, E., & Guess, D. (1989). Enhancing nonsymbolic communication interactions among learners with severe dis-abilities. Baltimore: Paul H. Brookes.
   Google Scholar
• Steege, M. W., Wacker, D. P., Cigrand, K. C., Berg, W. K., Novak, C. G., Reimers, T. M., Sasso, G. M., & DeRaad, A. (1990). Use of negative reinforcement in the treatment of self-injurious behavior. Journal of Applied Behavior Analysis, 23, 459–467.
   PubMed Web of Science ®Google Scholar
• Thompson, R. A., Cicchetti, D., Lamb, M. E., & Malkin, C. (1985). Emotional responses of Down syndrome and normal infants in the strange situation: The organization of affective behavior in infants. Developmental Psychology, 21, 828–841.
   Web of Science ®Google Scholar
• Wacker, D. P., Steege, M. W., Northup, J., Sasso, G., Berg, W., Reimers, T., Cooper, L., Cigrand, K., & Donn, L. (1990). A component analysis of functional communication training across three topographies of severe behavior problems. Jour-nal of Applied Behavior Analysis, 23, 417–429.
   PubMed Web of Science ®Google Scholar