Página 9: Referencias, Recursos e información adicional
Para citar este módulo, favor de usar el siguiente formato:
The IRIS Center. (2005). Tratar las conductas perjudiciales y no conformistas (Parte 2). Accedido de https://iris.peabody.vanderbilt.edu/module/bi2-spanish/#content
Elliott, S., & Gresham, F. M. (1991). Social skills intervention guide. CirclePines, MN: American Guidance.
Recursos e información adicional
Belfiore, P. J., Lee, D. L., Vargas, A. U., & Skinner, C. H. (1997). Effects of high-preference single-digit mathematics problem completion on multiple-digit mathematics problem performance. Journal of Applied Behavior Analysis, 30, págs. 327–330.
Cole, C. L., Davenport, T. A., Bambara, L. M., & Ager, C. L. (1997). Effects of choice and task preference on the work performance of students with behavior problems. Behavioral Disorders, 22, págs. 65–74.
Cosden, M., Gannon, C., & Haring, T. G. (1995). Teacher-control versus student-control over choice of task and reinforcement for students with severe behavior problems. Journal of Behavioral Education, 5, págs. 11–27.
Davis, C. A., Brady, M. P., Williams, R. E., & Hamilton, R. (1992). Effects of high-probability requests on the acquisition and generalization of responses to requests in young children with behavior disorders. Journal of Applied Behavior Analysis, 25, págs. 905–916.
Davis, C. A., & Reichle, J. (1996). Variant and invariant high-probability requests: Increasing appropriate behaviors in children with emotional-behavioral disorders.Journal of Applied Behavior Analysis, 29, págs. 471–482.
Davis, C. A., Reichle, J. E., & Southard, K. L. (2000). High-probability requests and a preferred item as a distractor: Increasing successful transitions in children with behavior problems. Education and Treatment of Children, 23, págs. 423–440.
Dunlap, G., de Perczel, M., Clarke, S., Wilson, D., Wright, S., White, R., & Gomez, A. (1994). Choice making to promote adaptive behavior for students with emotional and
behavioral challenges. Journal of Applied Behavior Analysis, 27, págs. 505–518.
Dyer, K., Dunlap, G., & Winterling, V. (1990). Effects of choice making on theserious problem behaviors of students with severe handicaps. Journal of Applied Behavior Analysis, 23, págs. 515–524.
Guess, D., Benson, H. S., & Siegel-Causey, E. (1985). Concepts and issues relatedto choice-making and autonomy among persons with severe disabilities. Journal of the Association for Persons with Severe Handicaps, 10, págs. 79–86.
Jolivette, K., Wehby, J. H., Canale, J., & Massey, N. G. (2001). Effects of choice making opportunities on the behavior of students with emotional and behavioral disorders. Behavioral Disorders, 26, págs. 131–145.
Kern, L., Vorddran, C. M., Hilt, A., Ringdahl, J. E., Adelman, B. E., & Dunlap, G. (1998). Choice as an intervention to improve behavior: A review of the literature.
Killu, K. (1999). High-probability request research: Moving beyond compliance.Education and Treatment of Children, 22, págs. 470–494.
Lane, K. L., Pierson, M., & Givner, C. C. (2004). Secondary teachers’ views on social competence: Skills essential for success. Journal of Special Education. 38(3), págs. 174–186.
Lane, K. L., & Wehby, J. (2002). Addressing antisocial behavior in the schools: A call for action. Academic Exchange Quarterly, 6, págs. 4–9.
Mace, F. C., & Belfiore, P. (1990). Behavioral momentum in the treatment of escape-motivated stereotypy. Journal of Applied Behavior Analysis, 23, págs. 507–514.
Mace, F. C., Hock, M. L., Lalli, J. S., West, B. J., Belfiore, P., Pinter, E., & Brown, D. K. (1988). Behavioral momentum in the treatment of noncompliance. Journal of Applied Behavior Analysis, 21, págs. 123–141.
Moes, D. R. (1998). Integrating choice-making opportunities within teacher-assigned academic tasks to facilitate the performance of children with autism. Journal of the Association for Persons with Severe Handicaps, 10, págs. 183–193.
Ogier, R. E., & Hornby, G. (1996). Effects of differential reinforcement on the behavior and self-esteem of children with emotional and behavioral disorders.
Journal of Behavioral Education, 6, págs. 501–510.
Ramasamy, R., Taylor, R. L., & Ziegler, E. W. (1996). Eliminating inappropriate classroom behavior using a DRO schedule: A preliminary study. Psychological
Reports, 78,págs. 753–754.
Repp, A. C., & Deitz, S. M. (1974). Reducing aggressive and self-injurious behavior of institutionalized retarded children through reinforcement of other behaviors.
Journal of Applied Behavior Analysis, 7, págs. 313–325.
Repp, A. C., Deitz, S. M., & Speir, N. C. (1974). Reducing stereotypic responding of retarded persons by the differential reinforcement of other behavior. American
Journal of Mental Deficiency, 79, págs. 279–284.
Repp, A. C., Barton, L. E., & Brulle, A. R. (1983). A comparison of two procedures for programming the differential reinforcement of other behaviors. Journal of
Applied Behavior Analysis, 16, págs. 435–445.
Repp, A. C., Felce, D., Barton, L. E. (1991). The effects of initial interval size on the efficacy of DRO schedules of reinforcement. Exceptional Children, 57, págs. 417–425.
Wehby, J. H., & Hollahan, M. S. (2000). Effects of high-probability requests on the latency to initiate academic tasks. Journal of Applied Behavior Analysis, 33,
Wehby, J., Symonds, F., Canale, J., & Go, F. (1998). Teaching practices in classrooms for students with emotional and behavioral disorders: Discrepancies
between recommendations and observations. Behavior Disorders, 24, págs. 51–56.
Capítulos de libros
Colvin, G. (2002). Designing classroom organization and structure. In K.L. Lane, F. M. Gresham, & T. E. O’Shaughnessy (Eds.), Interventions for children with or at risk for emotional and behavioral disorders (págs. 159–174). Boston, MA: Allyn & Bacon.
Gresham, F.M. (2002). Social skills assessment and instruction for students with emotional and behavioral disorders. In K. L. Lane, F. M. Gresham, and T. E. O’Shaughnessy (Eds.), Interventions for children with or at risk for emotional and behavioral disorders (págs. 242–258). Boston: Allyn & Bacon.
Lane, K. L. (2004). Academic instruction and tutoring interventions for students with emotional/ behavioral disorders 1990 to Present. In R. B. Rutherford, M. M. Quinn, and. S. R. Mathur (Eds.), Handbook of research in behavior disorders. New York: Guilford Press.
Walker, H. M., & Severson, H. (2002). Developmental prevention of at-risk outcomesfor vulnerable antisocial children and youth. In K. L. Lane, F. M. Gresham, & T. E.
O’Shaughnessy (Eds.), Interventions for children with or at risk for emotional and behavioral disorders (págs. 177–194). Boston, MA: Allyn & Bacon
Alberto, P. A., & Troutman, A. C. (1999). Applied behavior analysis for teachers (5th ed.). Englewood Cliffs, Nk Merrill/ Prentice Hall.
Carr, E. G., Levin, L., McConnachie, G., Carlson, J. I., Kemp, D. C., & Smith, C. E. (1994). Communication-based intervention for problem behavior. Baltimore:
Paul H. Brookes.
Colvin, G. (1993). Managing acting-out behavior. Eugene, OR: Behavior Associates.
Lane, K. L., Gresham, F. M., & O’Shaughnessy, T. E. (2004.), Interventions for children with or at risk for emotional and behavioral disorders. Boston: Allyn & Bacon.
Lane, K. L., & Beebe-Frankenberger, M. E. (2004). School-based interventions: The tools you need to succeed. Boston, MA: Allyn & Bacon.
Maag, J. W. (2004). Behavior management: From theoretical implications to practicalapplications (2a ed.), págs. 151–197. USA: Wadsworth.
Sulzer-Azaroff, B., & Mayer, G. R. (1991). Behavior analysis for lasting change.Fort Worth: Holt, Rinehart and Winston.
Walker, H. M., Colvin, G., & Ramsey, E. (1995). Antisocial behavior in school:Strategies and best practices. Pacific Grove, CA: Brooks/ Cole.
Walker, H. M., Ramsey, E., & Gresham, F. M. (2004). Antisocial behavior in schoolwith infotrac: Evidence-based practices (with InfoTrac). USA: Wadsworth.