Positive behavioral support : including people with difficult behavior in the community / ed. by Lynn Kern Koegel; Robert L. Koegel; Glen Dunlap.

Enhanced descriptions from Syndetics:

This strategy-packed resource demonstrates how people with challenging behavior can be fully included at home, at school, and in the community. Based on solid research, it offers state-of-the-art intervention techniques and explores the planning and assistance needed to implement nonaversive inclusion strategies. Compelling case studies that illustrate successful integration make this person- and family-centered book essential for everyone involved with people with difficult behavior.

Excerpt provided by Syndetics

Excerpted from Positive Behavioral Support: Including People with Difficult Behavior in the Community, edited by Lynn Kern Koegel, Ph.D., Robert L. Koegel, Ph.D., & Glen Dunlap, Ph.D. Copyright © 1996 by Paul H. Brookes Publishing Co. All rights reserved. PARENT EDUCATION FOR PREVENTION AND REDUCTION OF SEVERE PROBLEM BEHAVIORS Independent Functioning Although the benefits of procedures designs to improves motivation and teach functional communication have had quite a significant effect both on improving language skills and decreasing inappropriate and disrupting behaviors (e.g., Koegel, Koegel, & Suratt, 1992), the need to address the child's independence remains an area warranting attention. Many of the existing parent intervention programs designed to teach communication and other skills to children frequently become overly dependent on their parents, often exhibiting newly learned behaviors only in their presence. To deal with this problem, researchers have concentrated efforts on developing programs to increase independent responding and communication through the use of self-management and child-initiated language learning strategies. Child Self-Management Self-management as a pivotal behavior taught in the context of parents education was developed to reduce the need for constant parental vigilance and to increase the child's independence. Self-management has been shown to be effective with a variety of populations including children without disabilities (Broden, Hall & Mitts, 1971; Drabman, Spitalnic, & O'Leary, 1973), people with mild to moderate mental retardation (Gardner, Cole, Berry, & Nowinski, 1983; Horner & Brigham, 1979), and children with learning disabilities (Dunlap, Dunlap, Koegel, & Koegel, 1991). For children with autism, preliminary research is suggesting that self-management is an effective tool to promote the use of newly learned behaviors in the absence of a trained interventionist (Koegel & Koegel, 19990; Koegel, Koegel, Hurley, & Frea, 1992). The general steps in a self-management program include the following: Operationally defining the target behavior(s) Identifying functional reinforces for the child to earn Designing a self-monitoring method or device Teaching the child to use the self-monitoring device Fading the use of the self-monitoring device Validating whether the child is using the self-monitoring device in natural environments We have been teaching self-management in the context of parent education so that parents can apply the procedures to any behaviors they want to teach their children to perform independently. Following are descriptions of a few self-management programs tat have been implemented in the homes of children with autism with their parents' assistance. Although similar conceptually, self-management procedures from those used for children who are more skilled In this area. Research suggests that pictorial self-management may be most effective for nonverbal children (Pierce & Schreiban, 1994). We are currently implementing programs in which parents choose target behaviors they desire their child to use, and intervention is implemented in the context of self-management. The parents attend weekly sessions in which teaching self-management is practiced, and then throughout the week they implement the procedures in the community setting they have chosen. For example, one family whose 9-year-old child displayed limited verbal skills chose lunch packing as a target goal. In this particular family, the mother worked in the evenings and felt it would be helpful if her son packed his own lunch. To accomplish this, we drew several pictures including a lunch box, napkin, sandwich, drink, fruit, and vegetable. Lunch items were pre-cut and placed in a plastic refrigerator c Excerpted from Positive Behavioral Support: Including People with Difficult Behavior in the Community All rights reserved by the original copyright owners. Excerpts are provided for display purposes only and may not be reproduced, reprinted or distributed without the written permission of the publisher.

Author notes provided by Syndetics

Richard W. Albin, Ph.D., is Associate Professor of Educational and Community Supports in the College of Education at the University of Oregon.

Stephen Camarata, Ph.D., Professor, Hearing and Speech Sciences, Vanderbilt University School of Medicine, 1215 21st Avenue South, Suite 8310, Nashville, TN 37232
Stephen Camarata is a nationally and internationally renowned clinician-scientist who studies late-talking children. His research focuses on the assessment and treatment of speech and language disorders in children with disabilities such as autism, Down syndrome, and specific language impairment. He also studies children whose late onset of talking appears to be a natural developmental stage rather than a symptom of a broader developmental disability.

Edward G. Carr, Ph.D., was Professor of Psychology at the State University of New York at Stony Brook, and a research scientist at the Developmental Disabilities Institute on Long island, New York. He worked in the field of developmental disabilities for over 25 years and contributed over 100 publications to the professional literature, primarily in the areas of problem behavior and communication. Dr. Carr lectured extensively and gave workshops throughout the U.S., Canada, and Europe. He served on the editorial boards of 12 journals in the field of developmental disabilities and behavior analysis. Dr. Carr was a Fellow of the American Psychological Association and was listed in American Men and Women of Science. In 1981, he received a Certificate of Commendation from the Autism Society of America for his work on problem behavior, and in 1982 he received an award from the International Society for Research on Aggression for his book In Response to Aggression (co-authored with A.P. Goldstein, W.S. Davidson, and P. Wehr).

Carol Davis, Ed.D., Associate Professor of Special Education, University of Washington, Box 353600, Seattle, Washington 98195. Dr. Davisâe(tm)s research interests include examining effective instructional practices that facilitate skill acquisition and promote positive behavior of students with moderate to profound disabilities in inclusive settings, identifying variables that contribute to the use of effective strategies by teachers in these settings, and developing systems to support students with severe disabilities to have access to the general education curriculum within the public school setting.

Glen Dunlap, Ph.D. , Research Professor, Division of Applied Research and Educational Support (DARES), Department of Child & Family Studies, Florida Mental Health Institute, University of South Florida, Tampa, Florida 33612-3899

Dr. Dunlap is a research professor at the University of South Florida, where he works on several research, training, and demonstration projects in the areas of positive behavior support, child protection, early intervention, developmental disabilities, and family support. He has been involved with individuals with disabilities for more than 35 years and has served as a teacher, administrator, researcher, and university faculty member. Dr. Dunlap has directed numerous research and training projects and has been awarded dozens of federal and state grants to pursue this work. He has authored more than 185 articles and book chapters, coedited four books, and served on 15 editorial boards. Dr. Dunlap was a founding editor of the Journal of Positive Behavior Interventions and is the current editor of Topics in Early Childhood Special Education. He moved to Reno, Nevada, in 2005, where he continues to work on research and training projects as a member of the faculty at the University of South Florida.

Kathleen M. Feeley, Ph.D. , Associate Professor, Department of Special Education and Literacy, C.W. Post Campus, Long Island University, Brookville, New York 11367

Dr. Feeley is the clinical coordinator for the Cert