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Center Faculty Publications

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Journal Articles Published

  • Barton, E.E., Kinder, K., Casey, A.M., & Artman, K.M. (2011). Finding your feedback fit: Strategies for designing and delivering performance feedback systems. Young Exceptional Children, 14, 29-46.

  • Baggett, K.M., & Carta, J. J. (2006). Using assessments to guide social-emotional intervention for very young children: An individual growth and development indicator (IGDI) of parent-child interaction. Young Exceptional Children Monograph Series, 8, 67-76.
  • Blair, K.S., Fox, L., & Lentini, R. (2010). Positive behavior support for young children with developmental and behavioral challenges: An evaluation of generalization. Topics in Early Childhood Special Education, 30(2), 68-79.
  • Blair, K., Lee, I., Cho, S., & Dunlap, G. (2010).  Positive behavior support through family-school collaboration for young children.  Topics in Early Childhood Special Education, 31,22-36.

  • Buschbacher, P. W., & Fox, L. (2003). Understanding and intervening with the challenging behavior of young children with autism spectrum disorder. Language, Speech, and Hearing Services in Schools, 34(3), 217-227.
  • Buschbacher, P., Fox, L., & Clarke, M. (2004). Recapturing desired family routines:
    A parent-professional behavioral collaboration. Research and Practice for Persons with Severe Disabilities, 29, 25-39.
  • Carta, J. J., Greenwood, C. R., Luze, G. J., Cline, G., & Kuntz, S. (2004). Developing a general outcome measure of growth in social skills for infants and toddlers. Journal of Early Intervention, 26, 91-114.
  • Cheatham, G., & Santos, R. M. (2005). A-B-C’s of bridging home and school expectations for children and families of diverse backgrounds. Young Exceptional Children, 8(3), 3-11.
  • Clarke, S., & Dunlap, G. (2008). A descriptive analysis of intervention research published in the Journal of Positive Behavior Interventions: 1999-2005. Journal of Positive Behavior Interventions, 10, 67-71
  • Conroy, M. A., Asmus, J. M., & Sellers, J. A. (2005). Using an antecedent-based intervention to decrease automatically reinforced stereotypic behavior in a general education classroom. Focus on Autism and Developmental Disorders, 20(4), 223-230.
  • Conroy, M. A., & Brown, W. H. (2004). Early identification, prevention, and early intervention with young children at-risk for emotional/behavioral disorders: Issues, trends, and a call for action. Behavioral Disorders, 29(3), 224-236.
  • Conroy, M. A., Dunlap, G., Clarke, S., & Alter, P. (2005). A descriptive analysis of behavioral intervention research with young children with challenging behavior.  Topics in Early Childhood Special Education, 25, 157-166.
  • Duda, M., Clarke, S., Fox, L. & Dunlap, G. (2008). Implementation of Positive Behavior Support with a Sibling Set in the Home Environment. Journal of Early Intervention, 30, 213-236.
  • Duda, M. A., Dunlap, G., Fox, L., Lentini, R., & Clarke, S. (2004). An experimental evaluation of positive behavior support in a community preschool program. Topics in Early Childhood Special Education, 24, 143-155.
  • Dunlap, G. (2006). The applied behavior analytic heritage of PBS: A dynamic model of action-oriented research. Journal of Positive Behavior Interventions, 8, 58-60.
  • Dunlap, G., Carr, E.G., Horner, R.H., Koegel, R.L., Sailor, W., Clarke, S., Koegel, L.K., Albin, R.W., Vaughn, B.J., McLaughlin, D.M., James, K.M., Todd, A.W., Newton, J.S., Lucyshyn, J., Griggs, P., Bohanon, H., Choi, J.H., Vismara, L., Minjarez, M.B., Buschbacher, P., & Fox, L.  (2010).  A descriptive, multi-year examination of positive behavior support.  Behavioral Disorders, 35, 259-279.

  • Dunlap, G., Carr, E. G., Horner, R. H., Zarcone, J. & Schwartz, I. (2008). Positive behavior support and applied behavior analysis: A familial alliance. Behavior Modification, 32, 682-698.
  • Dunlap, G., Ester, T., Langhans, S., & Fox, L. (2006). Functional communication training with toddlers in home environments Journal of Early Intervention, 29, 81-97.
  • Dunlap, G., & Fox, L. (in press). Function-based interventions for children with challenging behavior.  Journal of Early Intervention.

  • Dunlap, G., & Fox, L. (2007). Parent-professional partnerships: A valuable context for addressing challenging behaviors. International Journal of Development, Disability and Education, 54, 273-285.
  • Dunlap, G., & Govan, G.D. (2011). An important text on single case research designs : A review of Single Subject Research Methodology in Behavioral Sciences by David L. Gast.  Focus on Autism and Other Developmental Disabilities. 26, 186-187.

  • Dunlap, G., Iovannone, R., Wilson, K., Kincaid, D., & Strain, P.  (2010).  Prevent-Teach-Reinforce : A standardized model of school-based behavioral interventionJournal of Positive Behavior Interventions, 12, 9-22.

  • Dunlap, G., Strain, P.S., & Fox, L. (2009).  Multi-tiered systems for preventing behavior problems of children with autism.  Manuscript submitted for publication.

  • Dunlap, G., Strain, P. S., Fox, L., Carta, J., Conroy, M., Smith, B., et al. (2006). Prevention and intervention with young children’s challenging behavior: A Summary of current knowledge. Behavioral Disorders, 32, 29-45.
  • Dunlap, G., Strain, P., & Ostryn, C. (2010).  Addressing challenging behaviors of young children with autism spectrum disorders.  In H. H. Schertz, C. Wong, & S. L. Odom (Eds.). Young Exceptional Children Monograph 12 : Supporting Young Children with Autism and Their Families (pp. 54-65), Missoula, MT : Division for Early Childhood.

  • DuPaul, G. J., & Kern, L. (2004). Preventing problems in young children with ADHD. Attention!, October, 28-33.
  • Durand, V. M., Koegel, R.L., Koegel, L.K., Dunlap. G., Turnbull, A., & Horner, R.  (2010).  Edward G. Carr (1947-2009).  Journal of Positive Behavior Interventions, 12, 5-7.

  • Erbas, D., Yucesoy, S., Turan, Y., & Ostrosky, M. M. (2006). Turkish special education teachers' implementation of functional analysis in classroom settings. Education and Treatment of Mental Retardation, 41(2), 155-162.Forness, S., Walker, H., & Hemmeter, M. L. (2003). Assessment and local child outcomes in the social and emotional domain. NHSA Dialogue, 6(2), 268-279.
  • Feeney-Kettler, L., Kratohwill, T.R., Kaiser, A., Hemmeter, M.L., & Kettler, R. (2010). Screening for young children’s mental health: A review of existing measures. Assessment for effective interventions, 35, 218-230.

  • Fox, L., Carta, J., Dunlap, G., Strain, P., & Hemmeter, M.L.  (2010). Response to intervention and the Pyramid Model.  Infants and Young Children, 23, 3-14.

  • Fox, L., & Clarke, S. (2006). Aggression? Using positive behavior support to address challenging behavior. Young Exceptional Children Monograph Series, 8, 42-56.
  • Fox, L., Dunlap, G., & Cushing, L. (2002). Early intervention, Positive Behavior Support, and transition to school. Journal of Emotional and Behavior Disorders, 10(3), 149-157.
  • Fox, L., Dunlap, G., Hemmeter, M. L., Joseph, G. E., and Strain, P. S. (2003). The teaching pyramid: A model for supporting social competence and preventing challenging behavior in young children. Young Children, 58(4), 48-52.
  • Fox, L., Dunlap, G., & Powell, D. (2002). Young children with challenging behavior: Issues and considerations for behavior support. Journal of Positive Behavior Interventions, 4(4), 208-217.
  • Fox, L., Hemmeter, M.L., Snyder, P., Binder, D., & Clarke, S. (2011). Coaching early childhood educators to implement a comprehensive model for the promotion of young children’s social competence. Topics in Early Childhood Special Education, 31, 178-192.

  • Fox, L., & Lentini, R. (2006). You got it! Teaching social and emotional skills. Young Children, 61(6), 36-42.
  • Fox, L., Vaughn, B. J., Wyatte, M. L., & Dunlap, G. (2002). "We Can’t Expect Other People to Understand": Family Perspectives on Problem Behavior, Exceptional Children, 68(4), 437-450.
  • Hemmeter, M.L., & Fox, L.  (2009). The Teaching Pyramid: A model for the implementation of classroom practices within a program-wide approach to behavior support.  NHSA Dialogue, 12(2), 133-147.
  • Hemmeter, M. L., Fox, L., & Doubet, S. (2006). Together we can: An early childhood center’s program wide approach to addressing challenging behavior. Young Exceptional Children Monograph Series, 8, 1-14.
  • Hemmeter, M.L., Fox, L., Jack, S., Broyles, L., & Doubet, S. (2007). A program-wide model of positive behavior support in early childhood settings. Journal of Early Intervention, 29, 337-355.
  • Hemmeter, M.L., Ostrosky, M., Artman, K., & Kinder, K.  (2008).  Moving right along:  Planning transitions to prevent challenging behaviorYoung Children, 63(3).  18-25.
  • Hemmeter, M.L., Ostrosky, M., & Corso, R. (in press). Preventing and addressing challenging behavior : Common questions and practical solutions. Young Exceptional Children.

  • Hemmeter, M. L., Ostrosky, M., & Fox, L. (2006). Social and emotional foundations for early learning: A conceptual model for intervention. School Psychology Review, 35, 583-601.
  • Hemmeter, M. L., Santos, R., & Ostrosky, M. (2008).  A national survey of higher education programs:  Preparing early childhood educators to address social emotional development and challenging behavior.  Journal of Early Intervention, 30(4), 321-340.
  • Hemmeter, M.L., Snyder, P., Kinder, K., & Artman, K. (2011).  Impact of e-mail performance feedback on preschool teachers’ use of descriptive praise. Early Childhood Research Quarterly, 26, 96-109.

  • Hieneman, M., Dunlap, G., & Kincaid, D. (2005). Positive support strategies for students with behavioral disorders in general education settings.  Psychology in the Schools, 42, 779-794.
  • Hunter, A., & Hemmeter, M.L. (2009).  The Center on the Social and Emotional Foundations for Early Learning: Addressing challenging behaviors in infants and toddlers.  Zero to Three, 29(3), 5-12.
  • Joseph, G. E., & Strain, P. S. (2002) Building positive relationships with young children. Young Exceptional Children, 7(4), 21-28.
  • Joseph, G. E., & Strain, P. S. (2002). Helping young children control anger and handle disappointment. Young Exceptional Children, 7(1), 21-29.
  • Joseph, G. E., & Strain, P. S. (2003). Comprehensive evidence-based social-emotional curricula for young children: An analysis of efficacious adoption potential. Topics in Early Childhood Special Education, 23(2), 65-76.
  • Joseph, G. E., & Strain, P. S. (2003). Enhancing emotional vocabulary in young children. Young Exceptional Children, 6(4), 18-26.
  • Kern, L., & Clemens, N. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44, 65-75
  • Kern, L., DuPaul, G. J., Volpe, R., Sokol, N., Lutz, J. G., Arbolino, L. Pipan, M. et al. (2008). Multi-setting Assessment-Based Intervention for Young Children At-Risk for ADHD: Initial Effects on Academic and Behavioral Functioning. School Psychology Revie, 25, 215-227.
  • Markey, D. J. (2002.) Operation positive change: PBS in an urban center. Journal of Positive Behavior Interventions, 4(4), 218-230.
  • Meadan, H., Halle, J. W., Ostrosky, M. M. & DeStefano, L. (2008). Communicative
    behavior in the natural environment: Case studies of two young children with autism and limited expressive language. Focus on Autism and Other Developmental Disorders, 23, 37-48.
  • Meadan, H., Ostrosky, M. M., & Halle, J. W. (2006). What? I don't understand. Pardon?: The use of communication breakdowns to encourage communication. Young Exceptional Children, 9 (3), 2-9.
  • Odom, S. L., Brown, W. H., Frey, T., Karasu, N., Smith-Canter, L. L., & Strain, P. S. (2003). Evidence-based practices for young children with autism: Contributions for single-subject design research. Focus on Autism and Other Developmental Disabilities, 18(3), 166-175.
  • Ostrosky, M. M., Gaffney, J. S., & Thomas, D. V. (2006). The interplay of building literacy and relationships for young children. Reading and Writing Quarterly, 22, 173-191.
  • Powell, D., Dunlap, G., & Fox, L. (2006). Prevention and intervention for the challenging behaviors of toddlers and preschoolers. Infants and Young Children, 19, 25-35.
  • Powell, D., Fixsen, D., Dunlap, G., Smith, B., & Fox, L. (2007). A synthesis of knowledge relevant to service utilization and delivery for young children with or at risk of challenging behavior. Journal of Early Intervention, 29, 81-106.
  • Quesenberry, A., Hemmeter, M.L., & Ostrosky, M. (2011). Addressing challenging behavior in Head Start : A closer look at program policies and procedures. Topics in Early Childhood Special Education, 30, 209-220.

  • Quesenberry, A., Ostroksy, M., & Hemmeter, M.L., (2010).  Examining relationships between Head Start teachers’ perceptions of efficacy and job satisfaction and children’s social skills and challenging behavior.  Manuscript submitted for publication.

  • Santos, R. M., Cheatham, G., & Ostrosky, M. M. (2006). Ensene me: Strategies for supporting the social and emotional development of young ELLs. Language Learner, 1(3), 5-8, 24.
  • Stahmer, A. C., Sutton, D. T., Fox, L., & Leslie, L. K.  (2008). State Part C agency practices and the Child Abuse Prevention and Treatment Act (CAPTA).   Topics in Early Childhood Special Education, 28, 99-108.
  • Stichter, J. P., Clarke, S., & Dunlap, G. (2004). Two decades of assessment and antecedent-based intervention across behavioral and developmental disabilities. Education and Treatment of Children, 27, 86-104.
  • Strain, P.S., Barton, E.E., & Dunlap, G. (in press). Lessons learned about the utility of social validity. Education and Treatment of Children.

    Strain, P. S. & Joseph, G. E. (2006). You got to have friends. Young Exceptional Children Monograph Series, 8, 1-22.
  • Strain, P. S., & Joseph, G. E. (2004). A not so good job with "Good Job": A response to Kohn 2001. Journal of Positive Behavior Interventions, 6(1), 55-59.
  • Strain, P. E., & Joseph, G. E. (2004). Engaged supervision to support recommended practices for young children with challenging behavior. Topics in Early Childhood Special Education, 24, 39-50.
  • Strain, P. S., Joseph, G., & Hemmeter, M. L. (2009).  Young children’s problem behavior:  Impact intervention and innovations.  Early Childhood Services, 3, 1-14.

  • Strain, P., Wilson, K., & Dunlap, G. (in press). Prevent-Teach-Reinforce : Addressing problem behaviors of students with autism in general education classrooms.  Behavioral Disorders.

  • Turan, Y., Ostrosky, M. M., & Halle, J. W. (2004). Acceptability of language interventions: A comparison of preschool and elementary teachers' responses. Journal of Early Intervention, 26(3), 221-233.
  • Utley, B., & Sailor, W. (2003). Positive behavior support and urban school improvement. Journal of Positive Behavior Intervention, 4(4), 195.
  • Wolery, M., Dunlap, G., & Ledford, J.R. (2011). Single-case experimental methods: Suggestions for reporting.  Journal of Early Intervention, 33, 1203-1209.

  • Wolery, M. & Hemmeter, M.L. (in press). Classroom instruction: Background, assumptions, and challenges. Journal of Early Intervention.

Books and Chapters

  • Conroy, M. A., Brown, W. H., & Olive, M. (2007). Social competence interventions for young children with challenging behaviors. In W.H. Brown, S.L. Odom, & McConnell, S. (Eds.) Social Competence of Young Children: Risk, Disability, and Evidence-based Practices (2nd Ed.). Baltimore: Paul H. Brookes.
  • Conroy, M. A. (Ed.) (2003). Prevention and Early Intervention for Young Children at Risk for Emotional or Behavioral Disorder. Reston: CCBD
  • Conroy, M., Hendrickson, J. M., & Hester, P. P. (2004). Early identification and prevention of emotional and behavioral disorders. In R. Rutherford, M. Quinn, & S. Mathur (Eds.), Handbook of research in behavior disorders. (pp. 199-215). New York: Guilford Press.
  • Dunlap, G. (in press). Positive behavior support, Biography of Edward G. Carr.  In C.R. Reynolds, K. J. Vannest, and E. Fletcher-Janzen (Eds). Encyclopedia of Special Education: A Reference for the Education of Children, Adolescents, and Adults with Disabilities and Other Exceptional Individuals, Fourth Edition. Hoboken, NJ: John Wiley & Sons, Inc.

  • Dunlap, G., & Fox, L. (in press). Positive behavior support, Early Childhood Intervention. In C.R. Reynolds, K.J. Vannest, and E. Fletcher-Janzen (Eds.). Encyclopedia of Special Education : A Reference for the Education of Children, Adolescents and Adults with Dsabilities and Other Exceptional Individuals, Fourth Edition. Hoboken, NJ : John Wiley & Sons, Inc.

    Dunlap, G., & Fox, L. (2009). Positive Behavior Support and Early Intervention. In W. Sailor, G. Dunlap, G. Sugai, and R. Horner (Eds.), Handbook of Positive Behavior Support (pp. 49-72).  New York:  Springer
  • Dunlap, G., Horner, R. H., Sailor W., & Sugai, G. (2009).  Overview and history of positive behavior support.  In W. Sailor, G. Dunlap, G. Sugai, & R. H. Horner (Eds).  Handbook of Positive Behavior Support (pp. 3-16).  New York : Springer.

  • Dunlap, G., Iovannone, R. & Kincaid, D. (2008). Essential components for effective educational programs. In J. Luiselli, D.C. Russo, W.P. Christian, & S.M. Wilczynski (Eds.), Effective practices for children with autism: Educational and behavior support interventions that work (pp. 111-136). New York: Oxford University Press.
  • Dunlap, G., & Carr, E. G. (2007). Positive behavior support and developmental disabilities: A summary and analysis of research. In S. L. Odom, R. H. Horner, M. Snell, & J. Blacher (Eds.), Handbook of developmental disabilities. New York: Guilford Publications.
  • Dunlap, G., Harrower, J., & Fox, L. (2005). Understanding the environmental determinants of problem behaviors. In L. Bambara & L. Kern (Eds.), Individualized supports for students with problem behaviors. (pp. 25-46). New York: Guilford Press.
  • Dunlap, G., Horner, R. H., Sailor W., & Sugai, G. (2009).  Overview and history of positive behavior support.  In W. Sailor, G. Dunlap, G. Sugai, & R. H. Horner (Eds).  Handbook of Positive Behavior Support (pp. 3-16).  New York : Springer.
  • Dunlap, G., & Kincaid, D. (in press). Some contextual foundations of positive behavior support. In C. H. Kennedy, C.G. Breen, & C.A. Peck (Eds.), Context, intervention, and disability: Essays in honor of Thomas G. Haring. Mahwah, NJ: Lawrence Erlbaum.
  • Dunlap, G., Strain, P., & Fox, L. (in press). Positive behavior support and young people with autism : Strategies of prevention and intervention. In B. Kelly & D. F. Perkins (Eds.), The Cambridge Handbook of Implementation Science for Educational Psychology, New York: Cambridge University Press.

  • Fox, L. & Dunlap, G. (2006). Evidence-based Practices for Young Children with and At-Risk for Social-Emotional or Behavioral Problems. In J. Knitzer, R. Kaufman, & D. Perry (Eds.), Early Childhood Mental Health System of Care (pp.313-334). Baltimore: Paul H. Brookes
  • Fox, L., & Hemmeter, M. L. (2009).  A Program-Wide Model for Supporting Social Emotional Development and Addressing Challenging Behavior in Early Childhood Settings. In W. Sailor, G. Dunlap, G. Sugai, and R. Horner (Eds.), Handbook of Positive Behavior Support(pp. 177-202).  New York:  Springer.
  • Grisham-Brown, J., Hemmeter, M. L., & Pretti-Frontczak, K. (2005). Blending practices for teaching young children in inclusive settings. Baltimore: Brookes Publishing Company.
  • Halle, J. W., Ostrosky, M. M., & Hemmeter, M. L. (2006). Functional communication training. In R. A. McCauley & M. Fey (Eds.), Treatment of language disorders in children: Conventional and controversial treatments. (pp. 509-545). Baltimore: Brookes.
  • Hemmeter, M.L., & Conroy, M. (in press). Supporting the social competence of young children with challenging behavior in the context of the Teaching Pyramid model: Research based practices and implementation in early childhood settings. In R. Pianta, L. Justice, S. Barnett, & S. Sheridan, S. (Eds.), The Handbook of Early Intervention, New York, NY: Guilford.

  • Hemmeter, M. L., & Fox, L. (2008). Supporting teachers in promoting children’s social competence and addressing challenging behavior. In P.J. Winton, J. A. McCollum, & C. Catlett (Eds.), Practical Approaches to Early Childhood Professional Development: Evidence, Strategies, and Resources (pp. 119-142). Washington, DC: Zero to Three.
  • Horner, R.H., Dunlap, G., Beasley, J., Fox. L., Bambara, L., Brown, F., et al. (2005). Positive support for behavioral, mental health, communication, and crisis needs. In K.C. Lakin & A. Turnbull (Eds.), National goals and research for persons with intellectual and developmental disabilities. (pp.93-107). Washington DC: American Association on Mental Retardation.
  • Kern, L. & Kokina, A. (2008). Using positive reinforcement to decrease challenging behavior. In J. K. Luiselli, D. C. Russo, & W. P. Christian (Eds.): Effective practices for children with autism: Educational and behavior support interventions that work. New York: Oxford Press.
  • Kern, L., & Clarke, S. (2005). Antecedent and setting event interventions. In L. Bambara & L. Kern (Eds.), Individualized supports for students with problem behaviors. (pp. 201-36). New York: Guilford Press.
  • Kern, L., Sokol, N. G., & Dunlap, G. (2006). Assessment of antecedent influences on challenging behavior. In J. K. Luiselli (Ed.) Antecedent Assessment and Intervention: Supporting Children and Adults with Developmental Disabilities in Community Settings (pp . 53-72). Baltimore: Paul H. Brookes Publishing Company
  • Lucyshyn, J. M., Dunlap, G., & Albin, R. W. (2002). Families and Positive Behavior Support: Addressing problem behavior in family contexts. Baltimore: Paul H. Brookes Publishing Company.
  • Perry, A., Dunlap, G., & Black, A. (2007). Autism and related disabilites. In A Comprehensive Guide to Intellectual and Developmental Disabilities. Baltimore: Brookes Publishing Company.
  • Powell, D., & Dunlap, G. (2005). Mental health services for young children. In R. G. Steele & M. C. Roberts (Eds.), Handbook of mental health services for children, adolescents, and families (pp. 15-30). New York: Kluwer Academic/Plenum Publishers.
  • Sailor, W. (2003). Implications of federal and state devolution policy for inclusion Whole School Success and Inclusive Education: Building Partnerships for Learning, Achievement and Accountability. New York: Teachers Press College.
  • Strain, P.S., & Bovey, E. (2007). LEAP preschool. In J. Handleman and S. Harris (Eds.). Preschool education programs for children with autism. Austin, TX: Pro-Ed. p.249-281.
  • Strain, P. S., & Joseph, G. E. (2003). Engaged supervision to support evidence-based practices for young children with challenging behavior. In M.A. Conroy (Ed.) Prevention and early intervention for young children at risk for emotional or behavioral disorder. Reston: CCBD.
  • Strain, P.S., & Schwartz, I. (2009).  Positive behavior support and early intervention for young children with autism:  Case studies on the efficacy of proactive treatment of problem behavior.  In W. Sailor, G. Dunlap, G. Sugai, and R. Horner (Eds.), Handbook of Positive Behavior Support (pp. 107-124).  New York:  Springer.
  • Strain, P.S., Schwartz, I., & Bovey E., (2007). Social skills intervention for young children with autism: Programmatic research findings and implementation issues. In S. Odom, S. McConnell and W. Brown (Eds.) Social competence of young children: Risk, disability, & intervention. Baltimore: Paul Brookes. p.253-272.

Newsletters and Magazines

  • Brown, D. S. (2002, Winter.) On good behavior. USF Magazine. 44(1), 13.
  • Dunlap, G.  (2010).  A standardized approach for individualizing school-based interventions for the challenging behaviors of students with autism.  In ABAI Autism Conference Program (pp. 109-113).  Kalamazoo, MI :  Association for Behavior Analysis International.
  • Dunlap, G. (2008).  Supporting families with behavioral strategies in home and community settings.  The Advocate, 53(4), 27-33.  (Newsletter of the Autism Society of America).
  • Dunlap, G., Fox, L., & Vaughn, B. (2003, January/February.) Families, problem behaviors, and Positive Behavior Support. TASH Connections. 29(1/2), 28-31.
  • Dunlap, G., Lewis, T. J., & McCart, A. (2006). Program-wide positive behavior support for young children. On-line newsletter for www.pbis.org. 3(3), 1-6.
  • Fox, L. (Summer/Fall 2009). Promoting the Social Competence of Young Children With Disabilities. Impact. 22(1), 14-15.
  • Fox, L. (Summer 2003). Positive Behavior Support. Kansas Inservice Training System Newsletter. 12(3), 1-4.
  • Fox, L. & Hemmeter, M.L. (in press).  Coaching early educators to implement effective practices. Zero to Three.

  • Fox, L. & Lentini, R.  (2008).  PBS goes to preschool: Supporting the inclusion of young children with disabilities.  TASH Connections, July/August, 20-23.
  • Hemmeter, M. L., Corso, R., & Fox, L. (2004, March/April.) Promoting young children’s social-emotional development and addressing challenging behaviors. NABE News.  27(4), 8-11.
  • Hunter, A., & Hemmeter, M.L. (2009).  The Center on the Social and Emotional Foundations for Early Learning: Addressing challenging behaviors in infants and toddlers.  Zero to Three, 29(3), 5-12.

  • McCart, A., & Sailor, W. (2003, January/February.) Using empowerment evaluation to establish and sustain schoolwide positive behavior support. TASH Connections. 29(1/2), 22-27.
  • Markey, D. J., & Markey, U. (2002, Winter). The Center for Evidence-Based Practice: Young Children with Challenging Behavior. Operation Positive Change.
  • Markey, D. J., & Markey, U. (2003, Spring). The Center for Evidence-Based Practice: Young Children with Challenging Behavior. Pyramid/POC Newsletter Circulation.
  • Smith, B., & Giacomini, J. (2003, Spring.) Joining forces to provide information on challenging behavior and social/emotional development. Linking the Pieces Together: National Head Start Association, 1-2.
  • The Center for Evidence-Based Practice: Young Children with Challenging Behavior. (2001, Fourth Quarter). The Networker, 3.
  • The Louis de la Parte Florida Mental Health Institute. (2000-2001). Making research work: A report of institute activities, 20-21.

Training Materials

  • Pyramid Parents Training Project. (July 2001). Best practices in Positive Behavior Support: A handbook for parents.
  • Pyramid Parents Training Project. (July 2001). Operation Positive Change. Parent’s handbook. Using Positive Behavioral Support: At home.
  • Pyramid Parents Training Project. (July 2001). Operation Positive Change. Parent’s handbook. Using Positive Behavioral Support: At home. Trainer’s lesson plans.
  • Pyramid Parents Training Project. (July 2001).  Operation Positive Change: PBS at school. A parent’s guide to participating in the development of your child’s Positive Behavioral Support plan at school.

Center Documents

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