Resources
Page 7: References, Additional Resources, and Credits
To cite this module, please use the following:
The IRIS Center. (2023). Behavioral Principles: The Basics of Understanding Student Behavior. Retrieved from https://iris.peabody.vanderbilt.edu/module/bp/
Note: The references in this section reflect the source material used to construct this module. The links to these references are not updated.
Alberto, P. A., Troutman, A. C., & Axe, J. B. (2021). Applied behavior analysis for teachers (10th ed.). Pearson.
Bird, F., Harper, J. M., Luiselli, J. K., Shlesinger, A., & Gold, J. (2022). Psychotropic medication monitoring in a human services organization for children with autism spectrum disorder: Description and evaluation of interdisciplinary team review. Behavior Analysis in Practice, 15(4), 1337–1347. https://doi.org/10.1007/s40617-022-00699-4
Catania, A. C. (2013). Learning (5th ed.). Sloan Publishing.
Cooper, J. O., Heron, T. E., & Heward, W. L. (2019). Applied behavior analysis (3rd ed.). Pearson.
Daniels, A. C. (2001). Other people’s habits: How to use positive reinforcement to bring out the best in people around you. McGraw Hill.
Iovannone, R., Anderson, C., & Scott, T. (2017). Understanding setting events: What they are and how to identify them. Beyond Behavior, 26(3), 105–112. https://www.jstor.org/stable/26866796
Jeong, Y., & Copeland, S. R. (2020). Comparing functional behavior assessment-based interventions and non-functional behavior assessment-based interventions: A systematic review of outcomes and methodological quality of studies. Journal of Behavioral Education, 29(1), 1–41. https://doi.org/10.1007/s10864-019-09355-4
Kazdin, A. E., & Bootzin, R. R. (1972). The token economy: An evaluative review. Journal of Applied Behavior Analysis, 5(3), 343–372. https://doi.org/10.1901/jaba.1972.5-343
Lane, K. L., Oakes, W. P., Royer, D. J., Cantwell, E. D., Menzies, H. M., Jenkins, A. B., & Hicks, T. (2019). Using the schoolwide expectations survey for specific settings to build expectation matrices. Remedial and Special Education, 40(1), 51–62. https://doi.org/10.1177/0741932518786787
Mace, F. C., & Nevin, J. A. (2017). Maintenance, generalization, and treatment relapse: A behavioral momentum analysis. Education and Treatment of Children, 40(1), 27–42.
Mattison, R. E. (1999). Use of psychotropic medications in special education students with serious emotional disturbance. Journal of Child and Adolescent Psychopharmacology, 9(3), 149–155. https://doi.org/10.1089/cap.1999.9.149
Neef, N. A., & Lutz, M. N. (2001). Assessment of variables affecting choice and application to classroom interventions. School Psychology, 16(3), 239–252. https://doi.org/10.1521/scpq.16.3.239.19887
Osnes, P. G., & Lieblein, T. (2003). An explicit technology of generalization. The Behavior Analyst Today, 3(4), 364–374. https://doi.org/10.1037/h0099994
Reed, D. D., & Kaplan, B. A. (2011). The matching law: A tutorial for practitioners. Behavior Analysis in Practice, 4(2), 15–24. https://doi.org/10.1007/BF03391780
Romani, P. W., Alcorn, A. S., Miller, J. R., & Clark, G. (2017). Preference assessment for dimensions of reinforcement to inform token economies targeting problem behavior. Journal of Behavioral Education, 26(3), 221-237. https://doi.org/10.1007/s10864-017-9270-y
Stokes, T. F., & Baer, D. M. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis, 10(2), 349–367. https://doi.org/10.1901/jaba.1977.10-349
Articles
Friman, P. C. (2021). There is no such thing as a bad boy: The circumstances view of problem behavior. Journal of Applied Behavior Analysis, 54(2), 636–653. https://doi.org/10.1002/jaba.816
This article examines the tenet that problematic behavior is attributable to circumstances rather than the individual.
Hardy, J. K., & McLeod, R. H. (2020). Using positive reinforcement with young children. Beyond Behavior, 29(2), 95–107. https://doi.org/10.1177/1074295620915724
This article provides recommendations for the planning, implementation, and evaluation of positive reinforcement in early childhood settings.
Haydon, T., Musti-Rao, S., Kennedy, A., Murphy, M., Hunter, W., & Boone, J. (2020). Using teacher praise with middle and high school students. Beyond Behavior, 29(2), 108–115. https://doi.org/10.1177/1074295620915883
This article provides a literature review of research on positive reinforcement as well as recommendations for implementation in middle and high school settings. A case study is also included to further demonstrate possible applications.
Scott, T. M., & Landrum, T. J. (2020). An evidence-based logic for the use of positive reinforcement: Responses to typical criticisms. Beyond Behavior, 29(2), 69–77. https://doi.org/10.1177/1074295620917153
This article provides a data-based rebuttal of objections to the effectiveness of positive reinforcement in educational settings.
Simpson, J. N., Hopkins, S., Eakle, C. D., & Rose, C. A. (2020). Implement today! Behavior management strategies to increase engagement and reduce challenging behaviors in the classroom. Beyond Behavior, 29(2), 119–128. https://doi.org/10.1177/1074295620909448
This article provides step-by-step instructions to increase academic engagement and reduce challenging behavior within the classroom via behavior-specific praise, the Good Behavior Game, and increased opportunities for student responses.
Sugai, G., & Simonsen, B. (2020). Reinforcement foundations of a function-based behavioral approach for students with challenging behavior. Beyond Behavior, 29(2), 78–85. https://doi.org/10.1177/1074295620902444
This article reviews the foundational role of reinforcement in a function-based approach for addressing challenging behaviors, which will allow educators to become more adept at using behavioral assessments and developing individualized support plans.
Whitney, T., & Ackerman, K. B. (2020). Acknowledging student behavior: A review of methods promoting positive and constructive feedback. Beyond Behavior, 29(2), 86–94. https://doi.org/10.1177/1074295620902474
This article provides a list of positive reinforcement strategies and how they can be implemented in the classroom, paying particular attention to students who exhibit challenging behaviors related to disorders.
Online Resources
Center on Positive Behavioral Interventions and Supports (PBIS) http://www.pbis.org/
This site is hosted by the Office of Special Education Programs (OSEP) and provides a wealth of positive behavior interventions and supports. Useful information on this website includes the System-Wide Evaluation Tool (SET), School-Wide Positive Behavioral Interventions & Supports (SWPBIS) Blueprint, Effective Behavior Support (EBS) Self-Assessment Survey, and EBS Checklist. Additionally, there are links to information on functional behavioral assessments.
Department of Special Education. (n.d.). Antecedent interventions. University of Kansas. https://specialconnections.ku.edu/behavior_plans/positive_behavior_support_interventions/teacher_tools/antecedent_interventions
This page reviews strategies that can be used to address challenging behavior after antecedents have been identified and after behavioral assessments have been conducted. Strategies include eliminating the antecedent, modifying the content to prevent problem behavior, and changing the presentation of instruction.
Reinke, W. M. (n.d.). Strategy: Using precorrection. Double Check. https://doublecheckcoaching.org/using-precorrection/
This page provides an overview of precorrection that addresses not only what the strategy is but when and how it should be used. Additional resources are also listed, including an example video as well as PDFs that can be downloaded and filled out.
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