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.

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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.

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Jacki L. Anderson, Ph.D., received her doctorate from the University of Wisconsin in the areas of communication disorders, child and family studies, and individuals with severe disabilities. She has more than 30 years of experience conducting in-service training activities around the country and has taught for 28 years in the Department of Educational Psychology at California State University East Bay (CSUEB). The education specialist teacher preparation program at CSUEB is a dual-credential program through which students receive both general and special education credentials. Program graduates are known for their excellence in providing effective and innovative educational practices and positive behavior supports. Dr. Anderson''s areas of specialization include positive behavior support, teacher training, and inclusive education/life for individuals with severe disabilities. She has been awarded federal funds to pursue these interests via research and training projects; has published the results in textbooks, training manuals, and journal articles; and is on the editorial boards of Research and Practice for Persons with Severe Disabilities and Journal of Positive Behavior Intervention . Dr. Anderson is actively involved in a variety of professional organizations and policy-making committees, including as a founding member, vice president, and board member of the Association for Positive Behavior Support (APBS); chair of the executive committee and executive vice president of the International TASH organization; former president and current board member of CAL-TASH; president of the board for Casa Allegra Community Services (providing supported living, integrated work, and microenterprise services for individuals with severe disabilities); and a member of several advisory committees to local school districts.

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.

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 Certifi cate in Autism and Special Education Program at C.W. Post Campus, Long Island University. As the founder and director of the Center for Community Inclusion at C.W. Post Campus, Dr. Feeley provides training and technical assistance to families, school districts, and adult service agencies as they include individuals with developmental disabilities within their communities. She is also Senior Editor for the journal Down Syndrome Research and Practice and is a member of the international research group Research Action for People with Down Syndrome (RAPID), sponsored by Down Syndrome International.

Dr. Horner is the Alumni-Knight Endowed Professor of Special Education at the University of Oregon, where he directs the Educational and Community Supports research unit. He received his undergraduate degree in psychology from Stanford University, his master''s degree in experimental psychology from Washington State University, and his doctorate in special education from the University of Oregon. Dr. Horner''s research has focused on developing evidence-based interventions that result in socially significant changes for people with and without disabilities. As co-director with Dr. George Sugai of the Office of Special Education Programs Technical Assistance Center on Positive Behavioral Interventions and Supports, Dr. Horner coordinates research and technical assistance activities with multiple partners across the nation.

During the past 20 years, he has worked directly with schools and school administrators in the development of approaches for implementing school-wide systems of positive behavior support. He has been the editor of the Journal of The Association for Persons with Severe Handicaps , co-editor of the Journal of Positive Behavior Interventions , and associate editor for the Journal of Applied Behavior Analysis and the American Journal on Mental Retardation .

In recognition of his achievements, Dr. Horner has received multiple awards, among them the Society for the Advancement of Behavior Analysis Public Service Behavior Analysis Award (2006), the American Association on Mental Retardation Education Award (2002), the TASH Positive Approaches Award (2000), and the American Psychological Association Fred Keller Educational Research Award (1996).

Susan S. Johnston, Ph.D. , Professor, Department of Special Education, University of Utah, 1705 East Campus Center Drive, Room 221, Salt Lake City, Utah 84112

Dr. Johnston conducts research, teaches, and provides technical assistance in the areas of augmentative and alternative communication, early language and literacy intervention, and early childhood special education. During her tenure at the University of Utah, Dr. Johnston served as Associate Dean for Academic Affairs for the College of Education and currently serves as Director of International Initiatives for the College of Education. She received her Master of Arts degree and doctorate in speech-language pathology from the University of Minnesota in Minneapolis.

Craig H. Kennedy, Ph.D., BCBA, Chair, Special Education Department, and Professor of Special Education and Pediatrics, Box 328, Peabody College, Vanderbilt University, Nashville, Tennessee 37203

Dr. Kennedy is Chair of the Special Education Department and Professor of Special Education and Pediatrics at Vanderbilt University and is a Vanderbilt Kennedy Center Investigator. He also is Director of the Vanderbilt Kennedy Behavior Analysis Clinic. Dr. Kennedy received a master of science degree in special education and rehabilitation from the University of Oregon and a doctorate in special education with an emphasis in quantitative sociology from the University of California, Santa Barbara.

Dr. Kennedy has published more than 140 scholarly works, including the book Single-Case Designs for Educational Research (Allyn & Bacon, 2005). He has served as Associate Editor of the Journal of Applied Behavioral Analysis , Journal of Behavioral Education , and Journal of The Association for Persons with Severe Handicaps .

He is a Board Certified Behavior Analyst and Secretary of the Board of Trustees of the Society for the Experimental Analysis of Behavior. He is a member of the American Association on Intellectual and Developmental Disabilities, Association for Behavior Analysis, Society for Neuroscience, and TASH. He also serves on the editorial boards of many highly respected peer-reviewed journals.

In 1991, Dr. Kennedy received TASHâe(tm)s Alice H. Hayden Award, and in 1993, he received the B.F. Skinner New Research Award from the American Psychological Association, Division 25. He was also recognized in 2003 for his research excellence by Peabody College at Vanderbilt University.

Donald Kincaid, Ed.D. , Assistant Program Director and Professor, Division of Applied Research and Educational Support (DARES), Department of Child & Family Studies, Florida Mental Health Institute, University of South Florida, 13301 Bruce B. Downs Boulevard, MHC 2113A, Tampa, Florida 33612-3899

Dr. Kincaid is the director of the Florida Positive Behavior Support Project and the Principal Investigator of the Prevent-Teach-Reinforce model. He is also a collaborator and principal investigator for the University of South Florida''s subcontract with the Technical Assistance Center for Positive Behavioral