201
Views
3
CrossRef citations to date
0
Altmetric
Research Article

Contributions of university lab schools to behavior analysis

ORCID Icon, &
Pages 74-91 | Received 10 Oct 2018, Accepted 05 May 2019, Published online: 19 Jul 2019

References

  • Akshoomoff, N., Stahmer, A. C., Corsello, C., & Mahrer, N. E. (2010). What happens next?: Follow-up from the Children’s Toddler School Program. Journal of Positive Behavior Interventions, 12, 245–253.
  • Ala’i-Rosales, S. A., Cihon, J. H., Currier, T. D. R., Ferguson, J. L., Leaf, J. B., Leaf, R., & Weinkauf, S. M. (2018). The big four: Functional assessment research informs preventative behavior analysis. Behavior Analysis in Practice. Advanced online publication. doi:10.1007/s40617-018-00291-9
  • Ala’i-Rosales, S. A., Toussaint, K. A., & McGee, G. G. (2017). Incidental teaching: Happy progress. In J. B. Leaf (Ed.), Handbook of social skills and autism spectrum disorders: Assessment, curricula, and intervention (pp. 171–185). New York: Springer International.
  • Allen, K. E., & Goetz, E. M. (1982). Early childhood education: Special problems, special solutions. Rockville, MD: Aspen.
  • Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1, 91–97.
  • Behavior Analyst Certification Board. (2017). Fifth edition task list. Retrieved from https://www.bacb.com/wp-content/uploads/2017/09/170113-BCBA-BCaBA-task-list-5thed-.pdf
  • Blasiotti, E. L. (1992). Disseminating research information to multiple stakeholders: Lessons from the experience of the National Institute on Disability and Rehabilitation Research. Knowledge, 13, 305–319.
  • Doke, L. A., & Risley, T. R. (1972). The organization of day-care environments: Required vs. optional activities. Journal of Applied Behavior Analysis, 5, 405–420.
  • Durnan, V. W. (2016). Cases in partnership between independent schools and universities. Peabody Journal of Education, 91, 691–710.
  • Feldman, R. S., McGee, G. G., Mann, L., & Strain, P. S. (1993). Nonverbal affective decoding ability of children with autism and typical preschoolers. Journal of Early Intervention, 17, 341–350.
  • Flodstrom, A., Krantz, T., Fredman, P., & Figel, J. (2009). The knowledge triangle shaping the future of Europe, Conference proceedings, Stockholm, Sweden: Swedish National Agency for Higher Education.
  • Goetz, E. M., & Allen, K. E. (1983). Early childhood education: Special environmental, policy and legal considerations. Rockville, MD: Aspen.
  • Greer, C., Morgan, R., & Honardar, R. K. (2008, May). The anatomy of a replication: implementing and evaluating the components. In R. Morgan (Chair), No need to re-invent the wheel: A closer look at replicating successful early intervention programs. Symposium conducted at the Thirty-Fourth Annual Meeting of the Association for Behavior Analysis International, Chicago, IL.
  • Harris, S. L., & Handleman, J. S. (Eds.). (1994). Preschool education programs for children with autism. Austin, TX: PRO-ED.
  • Hart, B. M., & Risley, T. R. (1968). Establishing the use of descriptive adjectives in the spontaneous speech of disadvantaged children. Journal of Applied Behavior Analysis, 1, 109–120.
  • Hart, B. M., & Risley, T. R. (1974). Using preschool materials to modify the language of disadvantaged children. Journal of Applied Behavior Analysis, 7, 243–256.
  • Hart, B. M., & Risley, T. R. (1975). Incidental teaching of language in the preschool. Journal of Applied Behavior Analysis, 8, 411–420.
  • Hart, B. M., & Risley, T. R. (1980). In vivo language intervention: Unanticipated general effects. Journal of Applied Behavior Analysis, 13, 407–432.
  • Kroll, M. (2015). Dewey as administrator: The inglorious end of the laboratory school of the University of Chicago. Journal of Curriculum Studies, 47, 203–252.
  • LeLaurin, K., & Risley, T. R. (1972). The organization of day-care environments: “Zone” versus “man-to-man” staff assignments. Journal of Applied Behavior Analysis, 5, 225–232.
  • Mason, S. A., McGee, G. G., Farmer-Dougan, V., & Risley, T. R. (1989). A practical strategy for reinforcer assessment. Journal of Applied Behavior Analysis, 22, 171–179.
  • McGee, G. G. (2003a). What’s incidental about incidental teaching?: Part I, Autism-Asperger’s Digest (May-June), 10–13.
  • McGee, G. G. (2003b). What’s incidental about incidental teaching?: Part II, Autism- Asperger’s Digest (July-August), 17–22.
  • McGee, G. G. (2009). How can parents do incidental teaching at home? Southwest Autism Center Magazine (October). Phoenix, AZ: Southwest Autism Resource and Research Center (SARRC), 10–16.
  • McGee, G. G. (2018, January). Applied behavior analysis, inclusion, and engagement: A case for university-based lab schools. In L. Roll-Pettersson, S. A. Ala’i-Rosales, & G. Sigurdardottir (Chairs), Second international summit and conference on behavior analysis and autism in higher education. Stockholm, Sweden.
  • McGee, G. G., Almeida, M. C., Sulzer-Azaroff, B., & Feldman, R. S. (1992). Promoting reciprocal interactions via peer incidental teaching. Journal of Applied Behavior Analysis, 25, 117–126.
  • McGee, G. G., & Daly, T. (1999). Prevention of problem behaviors in preschool children. In A. Repp & R. Horner (Eds.), Functional analysis of problem behavior: From effective assessment to effective support (pp. 171–196). New York: Wadsworth.
  • McGee, G. G., & Daly, T. (2007). Incidental teaching of age-appropriate social phrases to children with autism. Research and Practice for Persons with Severe Disabilities, 32, 112–123.
  • McGee, G. G., Daly, T., Izeman, S. G., Mann, L., & Risley, T. R. (1991). Use of classroom materials to promote preschool engagement. Teaching Exceptional Children, 23, 44–47.
  • McGee, G. G, Daly, T, & Jacobs, H. A. (1994). Walden preschool. In S. L. Harris & J. S. Handleman (Eds.), Preschool education programs for children with autism (pp. 127–162). Austin, TX: PRO-ED.
  • McGee, G. G., Feldman, R. S., & Chernin, L. (1991). A comparison of affective display by children with autism and typical preschoolers. Journal of Early Intervention, 15, 237–245.
  • McGee, G. G., Feldman, R. S., & Morrier, M. J. (1997). Benchmarks of social treatment for children with autism. Journal of Autism and Developmental Disorders, 27, 353–364.
  • McGee, G. G., Jacobs, H. A., & Regnier, M. C. (1993). Preparation of families for incidental teaching and advocacy for their children with autism. Office of Special Education and Rehabilitative Services News in Print, 5, 9–13.
  • McGee, G. G., Krantz, P. J., Mason, D., & McClannahan, L. E. (1983). A modified incidental teaching procedure for autistic youth: Acquisition and generalization of receptive object labels. Journal of Applied Behavior Analysis, 16, 329–338.
  • McGee, G. G., Krantz, P. J., & McClannahan, L. E. (1985). The facilitative effects of incidental teaching on preposition use by autistic children. Journal of Applied Behavior Analysis, 18, 7–31.
  • McGee, G. G., Krantz, P. J., & McClannahan, L. E. (1986). An extension of incidental teaching to reading instruction for autistic children. Journal of Applied Behavior Analysis, 19, 147–157.
  • McGee, G. G., & Morrier, M. J. (2003). Clinical implications of research in nonverbal behavior of children with autism. In P. Phillipot, R. S. Feldman, & E. J. Coats (Eds.), Nonverbal behavior in clinical settings (pp. 287–317). New York: Oxford University Press.
  • McGee, G. G., & Morrier, M. J. (2005). Preparation of autism specialists. In F. R. Volkmar, R. Paul, A. Klin, & D. J. Cohen (Eds.), Handbook of autism and pervasive developmental disorders, 3rd ed. Vol. 2: Assessment, interventions, and policy (pp. 1123–1160). Hoboken, NJ: Wiley & Sons.
  • McGee, G. G., & Morrier, M. J. (2010, May). Assessing peer-related social interest in preschoolers with autism. Poster presented at the Ninth International Meeting for Autism Research, Philadelphia, PA. Retrieved from https://www.autism-insar.org/events/archives/imfar2010/abstracts/111.153.html
  • McGee, G. G., Morrier, M. J., & Daly, T. (1999). An incidental teaching approach to early intervention for toddlers with autism. Journal of the Association for the Severely Handicapped, 24, 133–146.
  • McGee, G. G., Morrier, M. J., & Daly, T. (2001). Walden early childhood program. In J. S. Handleman & S. L. Harris (Eds.), Preschool education programs for children with autism (2nd ed., pp. 157–190). Austin, Texas: PRO-ED.
  • McGee, G. G., Paradis, T., & Feldman, R. S. (1993). Free effects of integration on levels of autistic behavior. Topics in Early Childhood Special Education, 13, 57–67.
  • Morrier, M. J., McGee, G. G., & Daly, T. (2009). Effects of toy selection and arrangement on the social behaviors of an inclusive group of preschool-aged children with and without autism. Early Childhood Services: an Interdisciplinary Journal of Effectiveness, 32, 157–177.
  • Morrier, M. J., & Ziegler, S. M. T. (2018). I wanna play too: Factors related to changes in social behavior for children with and without autism spectrum disorders after implementation of a structured outdoor play curriculum. Journal of Autism and Developmental Disorders, 48, 2530–2541.
  • National Research Council. (2001). Educating children with autism. Washington, DC: The National Academy Press. doi:10.17226/10017
  • O’Brien, M., Porterfield, P. J., Herbert-Jackson, E., & Risley, T. R. (1979). The Toddler Center manual: A practical guide to day care for one- and two-year-olds. University Park Press: Baltimore.
  • Odom, S. L., & Strain, P. S. (1986). A comparison of peer-initiation and teacher-antecedent interventions for promoting reciprocal social interactions of autistic preschoolers. Journal of Applied Behavior Analysis, 19, 59–71.
  • Pace, G. M., Ivancic, M. T., Edwards, G. L., Iwata, B. A., & Page, T. J. (1985). Assessment of stimulus preference and reinforcer value with profoundly retarded individuals. Journal of Applied Behavior Analysis, 18, 249–255.
  • Phillipot, P., Feldman, R. S., & McGee, G. G. (1992). Nonverbal behavioral skills in an educational context: Typical and atypical populations. In R. S. Feldman (Ed.), Applications of nonverbal behavioral theories and research (pp. 191–213). Hillsdale, NJ: Erlbaum.
  • Rice, C. E., Adamson, L. B., Winner, E., & McGee, G. G. (2016). A cross-study of shared attention by children with autism and typically-developing children in an inclusive preschool. Topics in Language Disorders, 36, 245–265.
  • Risley, T. R. (1996). Get a life! Positive behavioral interventions for challenging behavior through life arrangement and life coaching. In L. K. Koegel, R. L. Koegel, & G. Dunlap (Eds.), Positive behavioral support: Including people with difficult behavior in the community (pp. 425–437). Baltimore: Paul H. Brookes.
  • Schreibman, L., Dawson, G., Stahmer, A. C., Landa, R., Rogers, S. J., McGee, G. G., & Halliday, A. (2015). Naturalistic developmental behavioral interventions: Empirically validated treatments for autism spectrum disorders. Journal of Autism and Developmental Disorders, 45, 2411–2428.
  • Skinner, B. F. (1948). Walden two. New York: Macmillan.
  • Stahmer, A. C., & Ingersoll, B. (2004). Inclusive programming for toddlers in autism spectrum disorders: Outcomes from the Children’s Toddler School. Journal of Positive Behavior Interventions, 6, 67–82.
  • Strain, P. S., Hoyson, M., & Jamieson, B. (1985). Normally-developing preschoolers as intervention agents for autistic-like children: Effects on class deportment and social interaction. Journal of the Division for Early Childhood, 9, 105–115.
  • Strain, P. S., McGee, G. G., & Kohler, F. W. (2001). Inclusion of children with autism in early intervention settings: An examination of rationales, myths, and procedures. In M. J. Guralnick (Ed.), Early childhood inclusion: Focus on change (pp. 337–365). New York: Paul Brookes.
  • Thoreau, H. D. (1908). Walden, or life in the woods. New York: C.N. Potter/Crown.
  • Wirth, A. G. (1966). John Dewey as educator: His design for work in education, 1894 –1904. New York: Wiley.
  • Wolf, M. M., Risley, T. R., & Mees, H. (1963). Application of operant conditioning procedures to the behavior problems of an autistic child. Behavior Research and Therapy, 1, 305–312.
  • Wright, J. W. (1997). Foreword. In D. M. Baer & E. M. Pinkston (Eds.), Environment and behavior (pp. XI–XII). Boulder, CO: Westview Press.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.