| Reference: | References marked with an asterisk indicate studies included in the meta-analysis.
*Allen, K. D., & Stokes, T. F. (1987). Use of escape and reward in the management of young children during dental treatment. Journal of Applied Behavior Analysis, 20, 381-390.
*Allen, K. D., Loiben, T., Allen, S. J., & Stanley, R. T. (1992). Dentist-implemented contingent escape for management of disruptive child behavior. Journal of Applied Behavior Analysis, 25, 629-636.
*Anderson, C. M., & Long, E. S. (2002). Use of a structured descriptive assessment methodology to identify variables affecting problem behavior. Journal of Applied Behavior Analysis, 35, 137-154.
*Ayllon, T., & Roberts, M. D. (1974). Eliminating discipline problems by strengthening academic performance. Journal of Applied Behavior Analysis, 7, 71-76.
*Bailey, J. S., Wolf, M. M., & Phillips, E. L. (1970). Home-based reinforcement and the modification of pre-delinquents’ classroom behavior. Journal of Applied Behavior Analysis, 3, 223-233.
*Barman, B. C., Croyle-Barmann, C., & McLain, B. (1980). The use of contingent-interrupted music in the treatment of disruptive bus-riding behavior. Journal of Applied Behavior Analysis, 13, 693-698.
*Barrish, H. H., Muriel, S., & Wolf, M. M. (1969). Good behavior game: Effects of individual contingencies for group consequences on disruptive behavior in a classroom. Journal of Applied Behavior Analysis, 2, 119-124.
*Barton, E. S., Guess, D., Garcia, E., & Baer, D. M. (1970). Improvement of retardates’ mealtime behaviors by timeout procedures using multiple baseline techniques. Journal of Applied Behavior Analysis, 3, 77-84.
*Becker, W. C. (1967). Behavior modification of an adjustment class: A token reinforcement program. Exceptional Children, May, 637-642.
*Bellafiore, L. A., & Salend, S. J. (1983). Modifying inappropriate behaviors through a peer-confrontation system. Behavioral Disorders, 8, 274-279.
Blum, N. J., Mauk, J. E., McComas, J. J., & Mace, F. C. (1996). Separate and combined effects of methylphenidate and a behavioral intervention on disruptive behavior in children with mental retardation. Journal of Applied Behavior Analysis, 29, 305-319.
*Bostow D. E., & Bailey, J. (1969). Modification of severe disruptive and aggressive behavior using brief timeout and reinforcement procedures. Journal of Applied Behavior Analysis, 2, 31-37.
*Brigham, T. A., Hopper, C., Hill, B., Armas de, A., & Newson, P. (1985). A self-management program for disruptive adolescents in the school: A clinical replication analysis. Behavior Therapy, 16, 99-115.
*Broden, M., Hall, R. V., & Mitts, B. (1971). The effect of self-recording on the classroom behavior of two eighth-grade students. Journal of Applied Behavior Analysis, 4, 191-199.
*Broussard, C. D., & Northup, J. (1995). An approach to functional assessment and analysis of disruptive behavior in regular education classrooms. School Psychology Quarterly, 10(n2), 151-164.
*Cai Wen-Biao. (2002). 學習障礙學生上課不專心行為改變之研究. [Reducing off-task behavior in a student with learning disorder]. 人文及社會學科教學通訊. [Newsletter for Teaching the Humanities and Social Science], 13(n4), 103-119.
*Campbell, R. V., & Lutzker, J. R. (1993). Using functional equivalence training to reduce severe challenging behavior: A case study. Journal of Developmental and Physical Disabilities, 5(n3), 203-216.
*Carden Smith, L. K., & Fowler, S. (1984). Positive peer pressure: The effects of peer monitoring on children’s disruptive behavior. Journal of Applied Behavior Analysis, 17, 213-227.
*Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis, 18, 111-126.
*Carr, E. G., Newson, C. D., & Binkoff, J. A. (1980). Escape as a factor in the aggressive behavior of two retarded children. Journal of Applied Behavior Analysis, 13, 101-117.
Carter, M., & Ward, J. (1987). The use of overcorrection to suppress self-injurious behavior. Australia and New Zealand Journal of Development Disabilities, 13(n4), 227-242.
*Christie, D. J., Hiss, M., & Lozanoff, B. (1984). Modification of inattentive classroom behavior: Hyperactive children’s use of self-recording with teacher guidance. Behavior Modification, 8(n3), 391-406.
*Clarke, S., Dunlap, G., Foster-Johnson, L., Child, K. E., Wilson, D., White, R., & Vera, A. (1995). Improving the conduct of students with behavioral disorders by incorporating student interests into curricular activities. Behavioral Disorder, 20(n4), 221-237.
*Coleman, C. L., & Holmes, P. A. (1998). The use of noncontingent escape to reduce disruptive behaviors in children with speech delays. Journal of Applied Behavior Analysis, 31, 687-690.
*Coleman, R. (1970). A conditioning technique applicable to elementary school classroom settings. Journal of Applied Behavior Analysis, 3, 293-297.
Crosbie, J. (1993). Interrupted time-series analysis with brief single-subject data. Journal of Consulting and Clinical Psychology, 61(n6), 966-974.
*Darveaux, D. X. (1984). The good behavior game plus merit: Controlling disruptive behavior and improving student motivation. School Psychology Review, 13, 510-514.
*Deitz, S. M., Repp, A. C., & Deitz, D. E. D. (1976). Reducing inappropriate classroom behavior of retarded students through three procedures of differential reinforcement. Journal of Deficiency Research, 20, 155-170.
*Deitz, S. M., Slack, D. J., Schwarzmueller, E. B., Wilander, P., Weatherly, T. J., & Hilliard, G. (1978). Reducing inappropriate behavior in special classrooms by reinforcing average interresponse times: Interval DRL. Behavior Therapy, 9, 37-46.
*DiGangi, S. A., & Maag, J. W. (1992). A component analysis of self-management training with behaviorally disordered youth. Behavioral Disorders, 17(n4), 281-290.
*Doley, D. M., Wells, K. C., Hobbs, S. A., Roberts, M. W., & Cartelli, L. M. (1976). The effects of social punishment on noncompliance: A comparison with timeout and positive practice. Journal of Applied Behavior Analysis, 9, 471-482.
*Drabman, R. S., & Lahey, B. B. (1974). Feedback in classroom behavior modification: Effects on the target and her classmates. Journal of Applied Behavior Analysis, 7, 591-598.
*Dunlap, G., Clarke, S., Jackson, M., Wright, S., Ramos, E., & Brinson, S. (1995). Self-monitoring of classroom behaviors with students exhibiting emotional and behavioral challenges. School Psychology Quarterly, 10(n2), 165-177.
*Dunlap, G., Kern-Dunlap, L., Clarke, S., & Robbins, F. R. (1991). Functional assessment, curricular revision, and severe behavior problems. Journal of Applied Behavior Analysis, 24, 387-397.
*Durand V. M., & Carr, E. G. (1992). An analysis of maintenance following functional communication training. Journal of Applied Behavior Analysis, 25, 777-794.
*Durand, V. M., & Carr, E. G. (1991). Functional communication training to reduce challenging behavior: Maintenance and application in new settings. Journal of Applied Behavior Analysis, 24, 251-264.
*Dyer, K., Dunlap, G., & Winterling, V. (1990). Effects of choice making on the serious problems of students with severe handicaps. Journal of Applied Behavior Analysis, 23, 515-524.
*Epstein, R., & Goss, C. M. (1978). A self-control procedure for the maintenance of nondisruptive behavior in an elementary school child. Behavior Therapy, 9, 109-117.
*Evans, W. H., Evans, S. S., Schmid, R. E., & Pennypacker, H. S. (1985). The effects of exercise on selected classroom behaviors of behaviorally disordered adolescents. Behavioral Disorders, 10 (November), 42-51.
*Fabiano, G. A., & Pelham, W. E. (2003). Improving the effectiveness of behavioral classroom interventions for attention-deficit/hyperactivity disorder: A case study. Journal of Emotional and Behavioral Disorders, 11(n2), 122-128.
Faith, M. S., Allison, D. B., & Gorman, B. S. (1997). Meta-analysis of single case research. In Franklin, R. D., Allison, D. B., & Gorman, B. S. (Eds.), Design and Analysis of Single-Case Research. New Jersey: Lawrence Erlbaum.
*Ferritor D. E., Buckholdt, D., Hamblin, R. L, & Smith, L. (1972). The effects of contingent reinforcement for attending behavior on work accomplished. Journal of Applied Behavior Analysis, 5, 7-17.
*Fishbein, J. E., & Wasik, B. H. (1981). Effect of the good behavior game on disruptive library behavior. Journal of Applied Behavior Analysis, 14, 89-93.
*Flood, W. A., & Wilder, D. A. (2002). Antecedent assessment and assessment-based treatment of off-task behavior in a child diagnosed with attention deficient-hyperactivity disorder (ADHD). Education and Treatment of Children, 25(n3), 331-338.
*Foster-Johnson, L., Ferro, J., & Dunlap, G. (1994). Preferred curricular activities and reduced problem behaviors in students with intellectual disabilities. Journal of Applied Behavior Analysis, 27, 493-504.
*Freeman, B. J., Graham, V., & Ritvo, E. R. (1975). Reduction of self-destructive behavior by overcorrection. Psychological Reports, 37, 446.
Gorman-Smith, D., & Matson, J. L. (1985). A review of treatment research for self-injurious and stereotyped responding. Journal of Mental Deficiency Research, 29, 295-308.
*Greene, B. F., Bailey, J. S., & Barber, F. (1981). An analysis and reduction of disruptive behavior on school buses. Journal of Applied Behavior Analysis, 14, 177-192.
*Guevremont, D. C., & Foster, S. L. (1993). Impact of social problem-solving training on aggressive boys: Skill acquisition, behavior change, and generalization. Journal of Abcdrmal Child Psychology, 21(n1), 13-50.
*Hall, R. V., Lund, D., & Jackson, D. (1968). Effect of teacher attention on study behavior. Journal of Applied Behavior Analysis, 1, 1-12.
*Hall, R., Fox, D., Willard, L., R., Goldsimth, L., Emerson, M., Owen, M., Davis, F., & Porcia, E. (1971). The teacher as observer and experimenter in the modification of disruptive and talking-out behaviors. Journal of Applied Behavior Analysis, 4, 41-149.
*Haring, T. G., & Kennedy, C. H. (1990). Contextual control of problem behavior in students with severe disabilities. Journal of Applied Behavior Analysis, 23, 35-243.
Harris, S. L., & Ersner-Hershfield, R. (1978). Behavioral suppression of seriously disruptive behavior in psychotic and retarded patients: A review of punishment and its alternatives. Psychological Bulletin, 85(n6), 1352-1375.
*Harris, S. L., & Wolchik, S. A. (1979). Suppression of self-stimulation: Three alternative strategies. Journal of Applied Behavior Analysis, 12, 185-198.
*Herman, S. H., & Tramontana, J. (1971). Instructions and group versus individual reinforcement in modifying disruptive group behavior. Journal of Applied Behavior Analysis, 4, 113-119.
*Higgins, J. W., Williams, R. L., & McLaughlin, T. F. (2001). The effects of a token economy employing instructional consequences for a third-grade student with learning disabilities: A data-based case study. Education and Treatment of Children, 24(n1), 99-106.
*Iwata, B. A., & Bailey, J. S. (1974). Reward versus cost token systems: An analysis of the effects on students and teacher. Journal of Applied Behavior Analysis, 7, 567-576.
*Jayne, D., Schloss, P. J., Alper, S., & Menscher, S. (1994). Reducing disruptive behaviors by training students to request assistance. Behavior Modification, 18(n3), 320-338.
*Jones, F. H., & Eimers, R. C. (1975). Role playing to train elementary teachers to use a classroom management “skill package”. Journal of Applied Behavior Analysis, 8, 421-433.
*Kartub, D. T., Taylor-Greene, S., March, R. E., & Horner, R. H. (2000). Reducing hallway noise. Journal of Positive Behavior Intervention, 2(n3), 179-182.
*Kaufman, K. F., & O’Leary K. D. (1972). Reward, cost, and self-evaluation procedures for disruptive adolescents in a psychiatric hospital school. Journal of Applied Behavior Analysis, 5, 293-309.
Kavale, K. A., Mathur, S. R., Forness, S. R., Rutherford, R. B., & Quinn M. M. (1997). Effectiveness of social skills training for students with behavior disorders: a meta-analysis. In Scruggs, T. E., & Mastropieri, M.A (Eds.), Advances in Learning and Behavioral Disabilities (Vol.11, 1-26). Greenwich, CT: JAI Press.
*Kelshaw-Levering, K., Sterling-Turner, H. E., Henry, J. R., & Skinner, C. H. (2000). Randomized interdependent group contingencies: Group reinforcement with a twist. Psychology in the Schools, 37 (n6), 523-533.
*Kern, L., Mantegna, M. E., Vorndran, C. M., Bailin, D., & Hilt, A. (2001). Choice of task sequence to reduce problem behaviors. Journal of Positive Behavior Interventions, 3(n1), 3-10.
*Knapczyk, D. R. (1988). Reducing aggressive behaviors in special and regular class settings by training alternative social responses. Behavioral Disorders, 14(n1), 27-39.
*Koegel, L. K., Kobert, R. L., Hurley, C., & Frea, W. D. (1992). Improving social skills and disruptive behavior in children with autism through self-management. Journal of Applied Behavior Analysis, 25, 341-353.
*Konczak, L. J., & Johnson, C. M. (1983). Reducing inappropriate verbalizations in a sheltered workshop through differential reinforcement of other behavior. Education and Training of the Mentally Retarded, April,121-124.
*Lalli, J. S., Browder, D. M., Mace, F. C., & Brown, D. K. (1993). Teacher use of descriptive analysis data to implement interventions to decrease students’ problem behaviors. Journal of Applied Behavior Analysis, 26, 227-238.
*Lam, A. L., Cole, C. L., Shapiro, E. S., & Bambara, L. M. (1994). Relative effects of self-monitoring on-task behavior, academic accuracy, and disruptive behavior in students with behavior disorders. School Psychology Review, 23(n1), 44-58.
*Lane, K. L., Wehby, J. Menzies, H. M., Doukas, G. L., Munton, S. M., & Gregg, R. M. (2003). Social skills instruction for students at risk for antisocial behavior: The effects of small-group instruction. Behavioral Disorders, 28(n3), 229-248.
*Luce, S. C., Delquadri, J., & Hall, R. V. (1980). A mild but powerful procedure for suppressing inappropriate verbal and aggressive behavior. Journal of Applied Behavior Analysis, 13, 583-594.
*Luiselli, J. K., Pollow, R. S., Colozzi, G. A., & Teitelbaum, M. (1981). Application of differential reinforcement to control disruptive behaviors of mentally retarded students during remedial instruction. Journal of Mental Deficiency Research, 25, 265-273.
Ma Hsen-Hsing. (2002). An alternative method for quantitative synthesis of single-subject researches: Percentage of data points exceeding the median of preceding baseline phase (PEM). Project financially supported by the National Science Council (NSC91-2413-H-004-003), Taipei.
*Mace, F. C., Page, T. J., Ivancic, M. T., & O’Brien, S. (1986). Effectiveness of brief time-out with and without contingent delay: A comparative analysis. Journal of Applied Behavior Analysis, 19, 79-86.
*Madsen, J. C. H., Becker, W. C., & Thomas, D. R. (1968). Rules, praise, and ignoring: Elements of elementary classroom control. Journal of Applied Behavior Analysis, 1, 139-150.
*Martini-Scully, D. D., Bray, M. A., & Kehle, T. J. (2000). A packaged intervention to reduce disruptive behaviors in general education students. Psychology in the Schools, 37(n2), 149-156.
Mastropieri, M. A., & Scruggs, T. E. (1985-1986). Early intervention for socially withdrawn children. The Journal of Special Education, 19(4), 429-441.
Mastropieri, M. A., Scruggs, T. E., Bakken, J. P., & Whedon, C (1996). Reading comprehension: A synthesis of research in learning disabilities. In Scruggs, T. E., & Mastropieri, M.A. (Eds.), Advances in Learning and Behavioral Disabilities (Vol.10B), 201-227. Greenwich, CT: JAI Press.
Mathur, S. R., Kavale, K. A., Quinn, M. M., Forness, S. R., & Rutherford, R. B. (1998). Social skills interventions with students with emotional and behavioral problems: A quantitative synthesis of single-subject research. Behavioral Disorders, 23(n3), 193-201.
*Middleton, M. B., & Cartledge, G. (1995). The effects of social skills instruction and parental involvement on the aggressive behaviors of African American males. Behavior Modification, 19(n2), 192-210.
*Musser, E. H., Bray, M. A., Kehle, T. J., & Jenson, W. R. (2001). Reducing disruptive behaviors in students with serious emotional disturbance. School Psychology Review, 30(n2), 294-304.
*Ninness, H. A., Ellis, J., Miller, W. B., Baker, D., & Rutherford, R. (1995). The effect of a self-management training package on the transfer of aggression control procedures in the absence of supervision. Behavior Modification, 19(n4), 464-490.
*Nordquist, V. M. (1971). The modification of a child’s enuresis: Some response-response relationships. Journal of Applied Behavior Analysis, 4, 241-247.
*Ollendick, T. H., & Matson, J. L. (1978). Effectiveness of hand overcorrection for topographically similar and dissimilar self-stimulatory behavior. Journal of Experimental Child Psychology, 25, 396-403.
*Osborne, J. G. (1969). Free-time as a reinforcer in the management of classroom behavior. Journal of Applied Behavior Analysis, 2, 113-118.
Parsonson, B. S., & Baer, D. M. (1978). The analysis and presentation of graphic data. In Thomas, R. K. (Ed.), Single Subject Research. London: Academic.
*Pendergrass, V. E. (1972). Timeout from positive reinforcement following persistent, high-rate behavior in retardates. Journal of Applied Behavior Analysis, 5, 85-91.
*Piazza, C. C., Adelinis, J. D., Hanley, G. P., Goh, H.-L., & Delia, M. D. (2000). An evaluation of the effects of matched stimuli on behaviors maintained by automatic reinforcement. Journal of Applied Behavior Analysis, 33, 13-27.
*Ramp, E., Ulrich, R., & Dulaney, S. (1971). Delayed timeout as a procedure for reducing disruptive classroom behavior: A case study. Journal of Applied Behavior Analysis, 4, 235-239.
*Repp, A. C., & Karsh, K. G. (1994). Hypothesis-based interventions for tantrum behaviors of persons with developmental disabilities in school settings. Journal of Applied Behavior Analysis, 27, 21-31.
*Repp, A. C., Deitz, S. M., & Deitz, E. D. (1976). Reducing inappropriate behaviors in classrooms and in individual sessions through DRO schedules of reinforcement. Mental Retardation, 14, 11-15.
*Repp, A.C., Barton, L. E., & Brulie, A. R. (1983). A comparison of two procedures for programming the differential reinforcement of other behaviors. Journal of Applied Behavior Analysis, 16, 435-445.
*Ringer, V. M. J. (1973). The use of a “token helper” in the management of classroom behavior problems and in teacher training. Journal of Applied Behavior Analysis, 6, 671-677.
*Romaniuk, C., Miltenberger, R., Conyers, C., Jenner, N., Jurgens, M., & Ringenberg, C. (2002). The influence of activity choice on problem behaviors maintained by escape versus attention. Journal of Applied Behavior Analysis, 35, 349-362.
Rosenthal, R., & Rubin, D. B. (1986). Meta-analytic procedures for combining studies with multiple effect sizes. Psychological Bulletin, 99(n3), 400-406.
*Russo, D. C., Cataldo, M. F., & Cushing, P. J. (1981). Compliance training and behavioral covariation in the treatment of multiple behavior problems. Journal of Applied Behavior Analysis, 14, 209-222.
*Ryan, S., & Yerg, B. (2001). The effects of crossgroup feedback on off-task behavior in a physical education setting. Journal of Teaching in Physical Education, 20, 172-188.
*Salend, S. J., & Henry, K. (1981). Response cost in mainstreamed settings. Journal of School Psychology, 19 (n3), 242-249.
*Sandler, A. G., Arnold, L. B., Gable, R. A., & Strain, P. S. (1987). Effects of peer pressure on disruptive behavior of behaviorally disordered classmates. Behavioral Disorders, 12(February), 104-110.
Schlosser R. W., & Goetze, H. (1992). Effectiveness and treatment validity of interventions addressing self-injurious behavior: From narrative reviews to meta-analysis. In Scruggs, T. E., & Mastropieri, M. A (Eds.), Advances in Learning and Behavioral Disabilities (Vol.7, 135-176). Greenwich, CT: JAI Press.
*Schmidt, G. W., & Ulrich, R. E. (1969). Effects of group contingent events upon classroom noise. Journal of Applied Behavior, 2, 171-179.
Scotti, J. R., Evans, I. M., Meyer, L. H., & Walker, P. (1991). A meta-analysis of intervention research with problem behavior: Treatment validity and standards of practice. American Journal on Mental Retardation, 96, 233-256.
Scruggs, T. E. (1992). Single subject research methodology in the study of learning and behavioral disorders: Design analysis and synthesis. In Scruggs, T. E., & Mastropieri, M. A. (Eds.), Advances in Learning and Behavioral Disabilities (Vol.7, pp.223-247). Greenwich, CT: JAI Press.
Scruggs, T. E., & Mastropieri, M. A. (1994). The effectiveness of generalization training: A quantitative synthesis of single-subject research. In Scruggs, T. E., & Mastropieri, M. A. (Eds.), Advances in Learning and Behavioral Disabilities (Vol.8, pp.259-280). Greenwich, CT: JAI press.
Scruggs, T. E., Mastropieri, M. A., & Casto, G. (1987). The quantitative synthesis of single-subject research: Methodology and validation. Remedial and Special Education, 8(2), 24-33.
Scruggs, T. E., Mastropieri, M. A., Casto, G., & Escobar, C. (1986). Early intervention for children with conduct disorders: A quantitative synthesis of single-subject research. Behavior Disorder, 11(4), 260-271.
Scruggs, T. E., Mastropieri, M. A., Forness, S. R., & Kavale, K. A. (1988). Early language intervention: A quantitative synthesis of single-subject research. The Journal of Special Education, 22(3), 259-283.
*Sigafoos, J., & Meikle, B. (1996). Functional communication training for the treatment of multiply determined challenging behavior in two boys with autism. Behavior Modification, 20(n1), 60-80.
*Sisson, L. A., Hersen, M., & Van Hasselt, V. B. (1993). Improving the performance of youth with dual sensory impairment: Analyses and social validation of procedures to reduce maladaptive responding in vocational and leisure settings. Behavior Modification, 24, 553-571.
Skiba, R. J., Casey, A., & Center, B. A. (1985-1986). Nonaversive procedures in the treatment of classroom behavior problems. The Journal of Special Education, 19, 81-92.
*Smith, D. J., Young, K. R., West, R. P., Morgan, D. P., & Rhode, G. (1988). Reducing the disruptive behavior of junior high school students: A classroom self-management procedure. Behavioral Disorders, 13 (n4), 231-239.
*Smith, S. W., Siegel, E. M., O’Connor A. M., & Thomas, S. B. (1994). Effects of cognitive-behavioral training on angry behavior and aggression of three elementary-aged students. Behavioral Disorders, 19(n2), 126-135.
Stage, A., & Quiroz, D. R. (1997). A meta-analysis of interventions to decrease disruptive classroom behavior in public education settings. School Psychology Review, 26 (n3), 333-368.
*Stern, G. W., Fowler, S. A., & Kohler, F. W. (1988). A comparison of two intervention roles: Peer monitor and point earner. Journal of Applied Behavior Analysis, 21, 103-109.
*Stokes, T. F., & Kennedy, S. H. (1980). Reducing child uncooperative behavior during dental treatment through modeling and reinforcement. Journal of Applied Behavior Analysis, 13, 41-49.
*Strain, P. S., Shores, R. E., & Kerr, M. M. (1976). An experimental analysis of “spillover” effects on the social interaction of behaviorally handicapped preschool children. Journal of Applied Behavior Analysis, 9, 31-40.
Strube, M. J., Gardner, W., & Hartmann, D. P. (1985). Limitations, liabilities, and obstacles in reviews of the literature: The current status of meta-analysis. Clinical Psychology Review, 5, 63-78.
Thomas, D. R., Becker, W. C., & Armstrong, M. (1968). Production and elimination of disruptive classroom behavior by systematically varying teacher’s behavior. Journal of Applied Behavior Analysis, 1, 35-45.
*Twardosz, S., & Sajwaj, T. (1972). Multiple effects of a procedure to increase sitting in a hyperactive, retarded boy. Journal of Applied Behavior Analysis, 5, 73-78.
*Umbreit, J. (1995). Functional assessment and intervention in a regular classroom setting for the disruptive behavior of a student with attention deficit hyperactivity disorder. Behavioral Disorders, 20(n4), 267-278.
*Vaughn, B. J., & Horner, R. H. (1997). Identifying instructional tasks that occasion problem behaviors and assessing the effects of student versus teacher choice among these tasks. Journal of Applied Behavior Analysis, 30, 299-312.
*Vaughn, B. J., Wilson, D., & Dunlap, G. (2002). Family-centered intervention to resolve problem behaviors in a fast-food restaurant. Journal of Positive Behavior Intervention, 4(n1), 38-45.
*Weeks, M., & Gaylord-Ross, R. (1981). Task difficulty and aberrant behavior in severely handicapped students. Journal of Applied Behavior Analysis, 14, 449-463.
White, O. R. (1987). Some comments concerning “The quantitative synthesis of single-subject research”. Remedial and Special Education, 8, 34-39.
*Whitman, T. L., Scibak, J. W., Butler, K. M., Richter, R., & Johnson, M. R. (1982). Improving classroom behavior in mentally retarded children through correspondence training. Journal of Applied Behavior Analysis, 15, 545-564.
*Wilkinson, L. A. (1997). School-based behavioral consultation: Delivering treatment for children’s externalizing behavior in the classroom. Journal of Educational and Psychological Consultation, 8(n3), 255-276.
*Wilkinson, L. A. (2003). Using behavioral consultation to reduce challenging behavior in the classroom. Preventing School Failure, 47(n3), 100-105.
*Wilson, C. W., & Hopkins, B. L. (1973). The effects of contingent music on the intensity of noise in junior high home economics classes. Journal of Applied Behavior Analysis, 6, 269-275.
*Witt, J. C., & Hannafin, M. J. (1983). Home-based reinforcement: Behavioral covariation between academic performance and inappropriate behavior. Journal of School Psychology, 21, 337-348.
*Workman, E. A., & Dickinson, D. J. (1979). The use of covert positive reinforcement in the treatment of a hyperactive child: An experimental case study. Journal of School Psychology, 17(n1), 67-73.
*Zhuang Li-Juan. (1999). 上課不專心行為之矯治. [Case: Reducing off-task behavior in a student with low academic achievement]. 教師之友. [Journal of Teacher’s Friends], 40(n5), 32-41. |
