Pratique d'intervention ciblée: Méthodes proactives (Antecedent-based practices, Positive Behavior Support, Functional Communication Training; Functional Analysis)



Lien vers la table des matières de la bibliographie thématique, composée de documents réunis par un Groupe de travail constitué dans la perspective de préciser les spécificités de l'approche clinique de l'Antenne 110 par rapport aux "Evidence-Based Practices" : CLIQUER ICI.



Ahearn, W. H. (2003). Using simultaneous presentation to increase vegetable consumption in a mildly selective child with autism. Journal of Applied Behavior
Analysis, 36(3), 361-365. http://dx.doi.org/10.1901/jaba.2003.36-361
 
Anderson, C. M., & Freeman, K. A. (2000). Positive behavior support: Expanding the application of applied behavior analysis. The Behavior Analyst, 23(1), 85-94.
 
Anderson-Hanley, C., Tureck, K., & Schneiderman, R. L. (2011). Autism and exergaming: Effects on repetitive behaviors and cognition. Psychology Research and Behavior Management, 4.
 
Asmus, J. M., Franzese, J. C., Conroy, M. A., & Dozier, C. L. (2003). Clarifying functional analysis outcomes for disruptive behaviors by controlling consequence delivery for stereotypy. School Psychology Review, 32(4), 624-630.
 
Austin, J., & Carr, E. G. (2000). Handbook of applied behavior analysis. Reno, Nevada: CONTEXT PRESS.
 
Bahrami, F., Movahedi, A., Marandi, S. M., & Abedi, A. (2012). Kata techniques training consistently decreases stereotypy in children with autism spectrum disorder. Res Dev Disabil, 33(4), 1183-1193. http://dx.doi.org/10.1016/j.ridd.2012.01.018
 
Baylot Casey, L., & Smith, J. B. (2014). Functional behavior assessments in evaluating individuals with autism spectrum disorders. In Comprehensive guide to autism (pp. 487-501). New York, NY: Patel et al.
 
Blair, K. -S. C., Lee, I. -S., Cho, S. -J., & Dunlap, G. (2011). Positive behavior support through family–school collaboration for young children with autism. Topics in Early Childhood Special Education, 31(1), 22-36. http://dx.doi.org/10.1177/0271121410377510
 
Blair, K. -S. C., Umbreit, J., Dunlap, G., & Jung, G. (2007). Promoting inclusion and peer participation through assessment-based intervention. Topics in Early Childhood Special Education, 27(3), 134-147. http://dx.doi.org/10.1177/02711214070270030401
 
Brown, K. A., Wacker, D. P., Derby, K. M., Peck, S. M., Richman, D. M., Sasso, G. M., . . . Harding, J. W. (2000). Evaluating the effects of functional communication training in the presence and absence of establishing operations. Journal of Applied Behavior Analysis, 33(1), 53-71. http://dx.doi.org/10.1901/jaba.2000.33-53
 
Buckley, S. D., & Newchok, D. K. (2005). Differential impact of response effort within a response chain on use of mands in a student with autism. Res Dev Disabil, 26(1), 77-85. http://dx.doi.org/10.1016/j.ridd.2004.07.004
 
Butler, L. R., & Luiselli, J. K. (2007). Escape-maintained problem behavior in a child with autism antecedent functional analysis and intervention evaluation of noncontingent escape and instructional fading. Journal of Positive Behavior Interventions, 9(4), 195-202. http://dx.doi.org/10.1177/10983007070090040201
 
Cale, S. I., Carr, E. G., Blakeley-Smith, A., & Owen-DeSchryver, J. S. (2009). Context-based assessment and intervention for problem behavior in children with autism spectrum disorder. Behav Modif, 33(6), 707-742. http://dx.doi.org/10.1177/0145445509340775
 
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(3), 203-216. http://dx.doi.org/http://dx.doi.org/10.1007/BF01047064
 
Cannella-Malone, H. I., Tullis, C. A., & Kazee, A. R. (2011). Using antecedent exercise to decrease challenging behavior in boys with developmental disabilities and an emotional disorder. Journal of Positive Behavior Interventions, 13(4), 230-239. http://dx.doi.org/10.1177/1098300711406122
 
Carey, Y., & Hallz, J. (2002). The effect of an idiosyncratic stimulus on self-injurious behavior during task demands. Education & Treatment of Children, 25(1), 131-141.
 
Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis, 18(2), 111-126.
 
Carr, E. G., & Horner, R. H. (2007). The expanding vision of positive behavior support research perspectives on happiness, helpfulness, hopefulness. Journal of Positive Behavior Interventions, 9(1), 3-14. http://dx.doi.org/10.1177/10983007070090010201
 
Carr, E. G., Dunlap, G., Horner, R. H., Turnbull, A. P., Sailor, W., Anderson, J. L., . . . Fox, L. (2002). Positive behavior support: Evolution of an applied science. Journal of Positive Behavior Interventions, 4(1), 4-16.
 
Carr, E. G., Horner, R. H., Turnbul, A. P., Marquis, J. G., McLaughlin, D. M., McAte, M. L., . . . Bradock, D. (1999). Positive behavior support for people with developmental disabilities: Research synthesis.
 
Carr, E. G., Yarbrough, S. C., & Langdon, N. A. (1997). Effects of idiosyncratic stimulus variables on functional analysis outcomes. Journal of Applied Behavior Analysis, 30(4), 673-686. http://dx.doi.org/10.1901/jaba.1997.30-673
 
Carr, J. E., & Sidener, T. M. (2002). On the relation between applied behavior analysis and positive behavioral support. The Behavior Analyst, 25(2).
 
Carter, C. M. (2001). Using choice with game play to increase language skills and interactive behaviors in children with autism. Journal of Positive Behavior Interventions, 3(3), 131-151. http://dx.doi.org/10.1177/109830070100300302
 
Casey, S. D., & Merical, C. L. (2006). The use of functional communication training without additional treatment procedures in an inclusive school setting. Behavioral Disorders, 32(1).
 
Celiberti, D. A., Bobo, H. E., Kelly, K. S., Harris, S. L., & Handleman, J. S. (1997). The differential and temporal effects of antecedent exercise on the self-stimulatory behavior of a child with autism. Res Dev Disabil, 18(2), 139-150.
 
Cipani, E., & Schock, K. M. (2011). A function-based, diagnostic classification system for problem behaviors. In Functional behavioral assessment, diagnosis, and treatment: A complete system for education and mental health settings (pp. 81-132). New York: Springer Pub.
 
Clarke, S., Worcester, J., Dunlap, G., Murray, M., & Bradley-Klug, K. (2002). Using multiple measures to evaluate positive behavior support a case example. Journal of Positive Behavior Interventions, 4(3), 131-145. http://dx.doi.org/10.1177/10983007020040030201
 
Cole, C. L., & Levinson, T. R. (2002). Effects of within-activity choices on the challenging behavior of children with severe developmental disabilities. Journal of Positive Behavior Interventions, 4(1), 29-37. http://dx.doi.org/10.1177/109830070200400106
 
Conroy, M. A., Asmus, J. M., Sellers, J. A., & Ladwig, C. N. (2005). The use of an antecedent-based intervention to decrease stereotypic behavior in a general education classroom a case study. Focus on Autism and Other Developmental Disabilities, 20(4), 223-230. http://dx.doi.org/10.1177/10883576050200040401
 
Cunningham, A. B., & Schreibman, L. (2008). Stereotypy in autism: The importance of function. Research in Autism Spectrum Disorders, 2(3), 469-479. http://dx.doi.org/10.1016/j.rasd.2007.09.006
 
Davis, T. N., Durand, S., & Chan, J. M. (2011). The effects of a brushing procedure on stereotypical behavior. Research in Autism Spectrum Disorders, 5(3), 1053-1058. http://dx.doi.org/http://dx.doi.org/10.1016/j.rasd.2010.11.011
 
Devine, D. P. (2013). Self-injurious behaviour in autistic children: A neuro-developmental theory of social and environmental isolation. Psychopharmacology (Berl), 231(6), 979-97. http://dx.doi.org/10.1007/s00213-013-3279-2
 
Devlin, S., Healy, O., Leader, G., & Hughes, B. M. (2011). Comparison of behavioral intervention and sensory-integration therapy in the treatment of challenging behavior. J Autism Dev Disord, 41(10), 1303-1320. http://dx.doi.org/10.1007/s10803-010-1149-x
 
Digennaro Reed, F. D., Hirst, J. M., & Hyman, S. R. (2012). Assessment and treatment of stereotypic behavior in children with autism and other developmental disabilities: A thirty year review. Research in Autism Spectrum Disorders, 6(1), 422-430. http://dx.doi.org/10.1016/j.rasd.2011.07.003
 
Doehring, P., Reichow, B., Palka, T., Phillips, C., & Hagopian, L. (2014). Behavioral approaches to managing severe problem behaviors in children with autism spectrum and related developmental disorders: A descriptive analysis. Child and Adolescent Psychiatric Clinics of North America, 23(1), 25-40. http://dx.doi.org/10.1016/j.chc.2013.08.001
 
Dudley, L. L., Johnson, C., & Barnes, R. S. (2002). Decreasing rumination using a starchy food satiation procedure. Behavioral Interventions, 17(1), 21-29. http://dx.doi.org/10.1002/bin.104
 
Duker, P. C., & Rasing, E. (1989). Effects of redesigning the physical environment on self-stimulation and on-task behavior in three autistic-type developmentally disabled individuals. Journal of Autism and Developmental Disorders, 19(3), 449-460.
 
Dunlap, G., & Fox, L. (1999). A demonstration of behavioral support for young children with autism. Journal of Positive Behavior Interventions, 1(2), 77-87. http://dx.doi.org/10.1177/109830079900100202
 
Dunlap, G., & Horner, R. H. (2006). The applied behavior analytic heritage of PBS: A dynamic model of action-oriented research. Journal of Positive Behavior Interventions, 8(1), 58-60.
 
Dunlap, G., & Koegel, R. L. (1999). Welcoming editorial. Journal of Positive Behavior Interventions, 1(1), 2-3. http://dx.doi.org/10.1177/109830079900100101
 
Dunlap, G., & Plienis, A. J. (1991). The influence of task size on the unsupervised task performance of students with developmental disabilities. Education and Treatment of Children, 14(2), 85-95.
 
Dunlap, G., Carr, E. G., Horner, R. H., Zarcone, J. R., & Schwartz, I. (2008). Positive behavior support and applied behavior analysis: A familial alliance. Behav Modif, 32(5), 682-698. http://dx.doi.org/10.1177/0145445508317132
 
Dunlap, G., dePerczel, 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(3), 505-518. http://dx.doi.org/10.1901/jaba.1994.27-505
 
Durand, V. M., & Carr, E. G. (1987). Social influences on "self-stimulatory" behavior: Analysis and treatment application. Journal of Applied Behavior Analysis, 20(2), 119-132.
 
Durand, V. M., & Carr, E. G. (1991). Functional communication training to reduce challenging behavior: Maintenance and application in new settings. J Appl Behav Anal, 24(2), 251-64. http://dx.doi.org/10.1901/jaba.1991.24-251
 
Dyer, K., Dunlap, G., & Winterling, V. (1990). Effects of choice making on the serious problem behaviors of students with severe handicaps. Journal of Applied Behavior Analysis, 23(4), 515-524. http://dx.doi.org/10.1901/jaba.1990.23-515
 
Ebanks, M. E., & Fisher, W. W. (2003). Altering the timing of academic prompts to treat destructive behavior maintained by escape. Journal of Applied Behavior Analysis, 36(3), 355-359. http://dx.doi.org/10.1901/jaba.2003.36-355
 
Egan, P. J., Zlomke, L. C., & Bush, B. R. (1993). Utilizing functional assessment, behavioral consultation and videotape review of treament to reduce aggression: A case study. Special Services in the Schools, 7(1), 27-37.
 
Elliott Jr, R. O., Dobbin, A. R., Rose, G. D., & Soper, H. V. (1994). Vigorous, aerobic exercise versus general motor training activities: Effects on maladaptive and stereotypic behaviors of adults with both autism and mental retardation. Journal of Autism and Developmental Disorders, 24(5), 565-576. http://dx.doi.org/10.1007/BF02172138
 
Falcomata, T. S., Roane, H. S., Feeney, B. J., & Stephenson, K. M. (2010). Assessment and treatment of elopement maintained by access to stereotypy. Journal of Applied Behavior Analysis, 43(3), 513-517. http://dx.doi.org/10.1901/jaba.2010.43-513
 
Filter, K. J. (2007). Positive behavior support: Considerations for the future of a model. The Behavior Analyst, 30(1), 87-9.
 
Filter, K. J., Tincani, M., & Fung, D. (2009). Surveying professionals’ views of positive behavior support and behavior analysis. Journal of Positive Behavior Interventions, 11(4), 222-234. http://dx.doi.org/10.1177/1098300708325264
 
Fisher, W. W., Kuhn, D. E., & Thompson, R. H. (1998). Establishing discriminative control of responding using functional and alternative reinforcers during functional communication training. Journal of Applied Behavior Analysis, 31(4), 543-560. http://dx.doi.org/10.1901/jaba.1998.31-543
 
Fisher, W. W., Lindauer, S. E., Alterson, C. J., & Thompson, R. H. (1998). Assessment and treatment of destructive behavior maintained by stereotypic object manipulation. Journal of Applied Behavior Analysis, 31(4), 513-527. http://dx.doi.org/http://dx.doi.org/10.1901/jaba.1998.31-513
 
Fisher, W. W., Rodriguez, N. M., & Owen, T. M. (2013). Functional assessment and treatment of perseverata speech about restricted topics in an adolescent with asperger syndrome. Journal of Applied Behavior Analysis, 46(1), 307-311. http://dx.doi.org/10.1002/jaba.19
 
Foxx, R. M., Schreck, K. A., Garito, J., Smith, A., & Weisenberger, S. (2004). Replacing the echolalia of children with autism with functional use of verbal labeling. Journal of Developmental and Physical Disabilities, 16(4), 307-320. http://dx.doi.org/10.1007/s10882-004-0688-5
 
Fragala-Pinkham, M. A., Haley, S. M., & O'Neil, M. E. (2011). Group swimming and aquatic exercise programme for children with autism spectrum disorders: A pilot study. Developmental Neurorehabilitation, 14(4), 230-241. http://dx.doi.org/10.3109/17518423.2011.575438
 
Frea, W. D. (1997). Reducing stereotypic behavior by teaching orienting responses to environmental stimuli. Journal of the Association for Persons with Severe Handicaps, 22(1), 28-35.
 
Gale, C. M., Eikeseth, S., & Rudrud, E. (2011). Functional assessment and behavioural intervention for eating difficulties in children with autism: A study conducted in the natural environment using parents and ABA tutors as therapists. J Autism Dev Disord, 41(10), 1383-1396. http://dx.doi.org/10.1007/s10803-010-1167-8
 
Gibson, J. L., Pennington, R. C., Stenhoff, D. M., & Hopper, J. S. (2010). Using desktop videoconferencing to deliver interventions to a preschool student with autism. Topics in Early Childhood Special Education, 29(4), 214-225. http://dx.doi.org/10.1177/0271121409352873
 
Graff, R. B., & Green, G. (2004). Two methods for teaching simple visual discriminations to learners with severe disabilities. Res Dev Disabil, 25(3), 295-307. http://dx.doi.org/10.1016/j.ridd.2003.08.002
 
Hagopian, L. P., & Toole, L. M. (2009). Effects of response blocking and competing stimuli on stereotypic behavior. Behavioral Interventions, 24(2), 117-125. http://dx.doi.org/10.1002/bin.278
 
Haley, J. L., Heick, P. F., & Luiselli, J. K. (2010). Use of an antecedent intervention to decrease vocal stereotypy of a student with autism in the general education classroom. Child & Family Behavior Therapy, 32(4), 311-321. http://dx.doi.org/10.1080/07317107.2010.515527
 
Hanley, G. P., Iwata, B. A., & McCord, B. E. (2003). Functional analysis of problem behavior: A review. Journal of Applied Behavior Analysis, 36(2), 147-185. http://dx.doi.org/10.1901/jaba.2003.36-147
 
Hastings, R. P., & Rojahn, J. (2013). Challenging behavior (Vol. 44, p. 360). Academic Press.
 
Hausman, N., SungWoo, K., Farrell, E., & Mongeon, C. (2009). Idiosyncratic functions: Severe problem behavior maintained by access to ritualistic behaviors. Education & Treatment of Children (West Virginia University Press), 32(1), 77-87.
 
Healy, O., & Brett, D. (2014). Functional behavior assessments for challenging behavior in autism. In Comprehensive guide to autism (pp. 2881-2901). New York, NY: Patel et al.
 
Horner, R. H. (2000). Positive behavior supports. Focus on Autism and Other Developmental Disabilities, 15(2), 97-105. http://dx.doi.org/10.1177/108835760001500205
 
Horner, R. H., Day, H. M., Sprague, J. R., O'Brien, M., & Heathfield, L. T. (1991). Interspersed requests: A nonaversive procedure for reducing aggression and self-injury during instruction. Journal of Applied Behavior Analysis, 24(2), 265-78. http://dx.doi.org/10.1901/jaba.1991.24-265
 
Horner, R. H., Dunlap, G., Koegel, R. L., Carr, E. G., Sailor, W., Anderson, J., . . . O'Neill, R. E. (1990). Toward a technology of “nonaversive” behavioral support. JASH, 15(3), 125-132. http://dx.doi.org/10.2511/rpsd.30.1.3
Hutchins, T. L., & Prelock, P. A. (2014). Using communication to reduce challenging behaviors in individuals with autism spectrum disorders and intellectual disability. Child and Adolescent Psychiatric Clinics of North America, 23(1), 41-55. http://dx.doi.org/10.1016/j.chc.2013.07.003
 
Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. E., & Richman, G. S. (1994). Toward a functional analysis of self-injury. Journal of Applied Behavior Analysis, 27(2), 197-209. http://dx.doi.org/10.1901/jaba.1994.27-197
 
Jacobson, J. W., Foxx, R. M., & Mulick, J. A. (2004). Controversial therapies for developmental disabilities: Fads, fashion, and science in professional practice (p. 528).  Mahwah, N.J: Lawrence Erlbaum Associates Inc.
 
Johnston, J. M., Foxx, R. M., Jacobson, J. W., Green, G., & Mulick, J. A. (2006). Positive behavior support and applied behavior analysis. The Behavior Analyst, 29(1), 51-74.
 
Julie Adcock, A. J. C. (2009). Enhancing learning for children with autism spectrum disorders in regular education by instructional modifications. Research in Autism Spectrum Disorders, 3(2), 319-328. http://dx.doi.org/10.1016/j.rasd.2008.07.004
 
Kasari, C., & Lawton, K. (2010). New directions in behavioral treatment of autism spectrum disorders. Curr Opin Neurol, 23(2), 137-43. http://dx.doi.org/10.1097/WCO.0b013e32833775cd
 
Kennedy, C. H. (1994). Manipulating antecedent conditions to alter the stimulus control of problem behavior. Journal of Applied Behavior Analysis, 27(1), 161-170. http://dx.doi.org/10.1901/jaba.1994.27-161
 
Kennedy, C. H., Meyer, K. A., Knowles, T., & Shukla, S. (2000). Analyzing the multiple functions of stereotypical behavior for students with autism: Implications for assessment and treatment. Journal of Applied Behavior Analysis, 33(4), 559-571.
 
Kern, L., Koegel, R. L., & Dunlap, G. (1984). The influence of vigorous versus mild exercise on autistic stereotyped behaviors. Journal of Autism and Developmental Disorders, 14(1), 57-67.
 
Kern, L., Koegel, R. L., Dyer, K., Blew, P. A., & Fenton, L. R. (1982). The effects of physical exercise on self-stimulation and appropriate responding in autistic children. Journal of Autism and Developmental Disorders, 12(4), 399-419. http://dx.doi.org/10.1007/BF01538327
 
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(1), 3-10. http://dx.doi.org/10.1177/109830070100300102
 
Kliebert, M. L., & Tiger, J. H. (2011). Direct and distal effects of noncontingent juice on rumination exhibited by a child with autism. Journal of Applied Behavior Analysis, 44(4), 955-959. http://dx.doi.org/10.1901/jaba.2011.44-955
 
Kodak, T., Fisher, W. W., Clements, A., Paden, A. R., & Dickes, N. R. (2011). Functional assessment of instructional variables: Linking assessment and treatment. Research in Autism Spectrum Disorders, 5(3), 1059-1077. http://dx.doi.org/10.1016/j.rasd.2010.11.012
 
Koegel, L. K., Koegel, R. L., Frea, W., & Green-Hopkins, I. (2003). Priming as a method of coordinating educational services for students with autism. Language, Speech & Hearing Services in Schools, 34(3), 228-235.
 
Koyama, T., & Wang, H. T. (2011). Use of activity schedule to promote independent performance of individuals with autism and other intellectual disabilities: A review. Res Dev Disabil, 32(6), 2235-42. http://dx.doi.org/10.1016/j.ridd.2011.05.003
 
Kuhn, D. E., Hardesty, S. L., & Sweeney, N. M. (2009). Assessment and treatment of excessive straightening and destructive behavior in an adolescent diagnosed with autism. Journal of Applied Behavior Analysis, 42(2), 355-360. http://dx.doi.org/10.1901/jaba.2009.42-355
 
Ladd, M. V., Luiselli, J. K., & Baker, L. (2009). Continuous access to competing stimulation as intervention for self-injurious skin picking in a child with autism. Child & Family Behavior Therapy, 31(1), 54-60. http://dx.doi.org/10.1080/07317100802701400
 
Lancioni, G. E., O’Reilly, M. F., Campodonico, F., & Mantini, M. (1998). Task variation versus task repetition for people with profound developmental disabilities: An assessment of preferences. Res Dev Disabil, 19(2), 189-199. http://dx.doi.org/10.1016/S0891-4222(97)00051-6
 
Lanovaz, M. J., & Sladeczek, I. E. (2012). Vocal stereotypy in individuals with autism spectrum disorders: A review of behavioral interventions. Behavior Modification, 36(2), 146-164. http://dx.doi.org/10.1177/0145445511427192
 
Lanovaz, M. J., Rapp, J. T., & Ferguson, S. (2012). The utility of assessing musical preference before implementation of noncontingent music to reduce vocal stereotypy. Journal of Applied Behavior Analysis, 45(4), 845-51. http://dx.doi.org/10. 1016/j.ridd.2006.09.003 10. 1901/jaba.1994.27-331
 
Lanovaz, M. J., Robertson, K. M., Soerono, K., & Watkins, N. (2013). Effects of reducing stereotypy on other behaviors: A systematic review. Research in Autism Spectrum Disorders, 7(10), 1234-1243. http://dx.doi.org/10.1016/j.rasd.2013.07.009
 
 
Leon, Y., Lazarchick, W. N., Rooker, G. W., & DeLeon, I. G. (2013). Assessment of problem behavior evoked by disruption of ritualistic toy arrangements in a child with autism. Journal of Applied Behavior Analysis, 46(2), 507-11. http://dx.doi.org/10.1002/jaba.41
 
Levinson, L. J., & Reid, G. (1993). The effects of exercise intensity on the stereotypic behaviors of individuals with autism. Adapted Physical Activity Quarterly, 10(3), 255-268.
 
Love, J. R., Carr, J. E., & Leblanc, L. A. (2009). Functional assessment of problem behavior in children with autism spectrum disorders: A summary of 32 outpatient cases. J Autism Dev Disord, 39(2), 363-372. http://dx.doi.org/10.1007/s10803-008-0633-z
 
Lucyshyn, J. M., Albin, R. W., Horner, R. H., Mann, J. C., Mann, J. A., & Wadsworth, G. (2007). Family implementation of positive behavior support for a child with autism longitudinal, single-case, experimental, and descriptive replication and extension. Journal of Positive Behavior Interventions, 9(3), 131-150. http://dx.doi.org/10.1177/10983007070090030201
 
Luiselli, J. K. (2008). Antecedent (preventive) intervention. In D. C. Russo, W. P. Christian, & S. M. Wilczynski (Eds.), Effective practices for children with autism (pp. 393-412). Oxford University Press.
 
Mace, F. C., & Belfiore, P. (1990). Behavioral momentum in the treatment of escape-motivated stereotypy. Journal of Applied Behavior Analysis, 23(4), 507-14. http://dx.doi.org/10.1901/jaba.1990.23-507
 
Machalicek, W., O'Reilly, M., Chan, J. M., Lang, R., Rispoli, M., Davis, T., . . . Didden, R. (2009). Using videoconferencing to conduct functional analysis of challenging behavior and develop classroom behavioral support plans for students with autism. Education and Training in Developmental Disabilities, 44(2), 207-217.
 
Mancil, C. R., Conroy, M. A., Nakao, T., & Alter, P. J. (2006). Functional communication training in the natural environment: A pilot investigation with a young child with autism spectrum disorder. Education & Treatment of Children (West Virginia University Press), 29(4), 615-633.
 
Mason, S. A., & Newsom, C. D. (1990). The application of sensory change to reduce stereotyped behavior. Res Dev Disabil, 11(3), 257-271.
 
Matson, J. (2012). Autism and Child Psychopathology Series: Functional assessment for challenging behaviors (p. 264). New York, NY: Springer.
 
Matson, J. L., & Nebel-Schwalm, M. (2007). Assessing challenging behaviors in children with autism spectrum disorders: A review. Res Dev Disabil, 28(6), 567-579. http://dx.doi.org/10.1016/j.ridd.2006.08.001
 
Matson, J. L., Shoemaker, M. E., Sipes, M., Horovitz, M., Worley, J. A., & Kozlowski, A. M. (2011). Replacement behaviors for identified functions of challenging behaviors. Res Dev Disabil, 32(2), 681-684. http://dx.doi.org/10.1016/j.ridd.2010.11.014
 
May, M. E., Kennedy, C. H., & Bruzek, J. L. (2012). Stereotypic behavior disorder. In Handbook of evidence-based practice in clinical psychology, Vol 1: Child and adolescent disorders: Handbook of evidence-based practice in clinical psychology (pp. 729-475). John Wiley & Sons Inc, Hoboken, NJ.
 
McComas, J., Hoch, H., Paone, D., & El-Roy, D. (2000). Escape behavior during academic tasks: A preliminary analysis of idiosyncratic establishing operations. Journal of Applied Behavior Analysis, 33(4), 479-493. http://dx.doi.org/10.1901/jaba.2000.33-479
 
McKerchar, T. L., Kahng, S., Casioppo, E., & Wilson, D. (2001). Functional analysis of self-injury maintained by automatic reinforcement: Exposing masked social functions. Behavioral Interventions, 16(1), 59-63. http://dx.doi.org/10.1002/bin.78
 
Mirenda, P. (2003). Toward functional augmentative and alternative communication for students with autism: Manual signs, graphic symbols, and voice output communication aids. Language, Speech, and Hearing Services in Schools, 34, 203-216.
 
Morrison, H., Roscoe, E. M., & Atwell, A. (2011). An evaluation of antecedent exercise on behavior maintained by automatic reinforcement using a three-component multiple schedule. Journal of Applied Behavior Analysis, 44(3), 523-541. http://dx.doi.org/10.1901/jaba.2011.44-523
 
Morrison, K., & Rosales-Ruiz, J. (1997). The effect of object preferences on task performance and stereotypy in a child with autism. Res Dev Disabil, 18(2), 127-137.
 
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