Behavioral Disorders | Emotional Disorders | | EBD Articles | EBD Research | Emotional and Behavioral Disorders
 
 
 
 
 
 
 
 

  • ART
  • AUTISM
  • BIBLIOTHERAPY
  • DRAMA
  • EXPERIENTIAL LEARNING
  • MOVEMENT
  • MUSIC
  • PUPPETRY
  • SELF ESTEEM



    • ART
    • Cahill, M. (1992). The arts and special education needs. Arts and Education, Dec, 12-15.

    • Dimidjian, V., & Elias, S. (2001). Thinking about transformation : a counselor educator and an artist speak of creativity, art, and theraputic change. Journal of Humanistic Counseling, 40, 105-113.

    • Goodman, R. (1998). Talk, Talk, Talk, when do we draw? I. Definition of the problem , II. Talking and drawing with children. American Journal of Art Therapy, 37, 39-49.

    • Gottlieb, J. & Others. (1994). An Analysis of Referrals, Placement, and Progress of Children with Disabilities Who Attend New York Public Schools. Final Report.

    • Malchiodi, C. (1998). The Art Therapy Sourcebook. Los Angeles, CA: Lowell House.

    • Omizo, M. & Omizo, S. (1988). Intervention through art. Academic Therapy, 24, 103-106.

    • O'Thearling, S. (1996). Art Education and at risk youth : enabling factors of visual expression. Visual Arts Research, 22, 20-25.

    • Presidents Committee on the Arts and the Humanities. (1999). Champions of Change: The Impact of the Arts on Learning. Washington, D.C: Department of Education.

    • Prokofiev, F. (1994). The role of the art therapist, part 4 : Different roles. Art & Craft, Design and technology, October, 22-23.

    • Riley, S. (1999). Contemporary Art Therapy with Adolescents. London: Jessica Kingsley Publishers.

    • Robinson, K. (1995). Features and arts: That vision thing. Times Educational Supplement. 24 March.

    • Rosal, M. L. (1993). Compartative group art therapy research to evaluate changes in locus of control in behavior disordered children. The Arts in Psychotherapy, 20, 231-241.

    • Simon , R. (1997). Symbolic Images In Art As Therapy. New York, N. Y. : Routledge.

    • Wengrower, H. (2001). Art therapies in educational settings: An intercultural encounter. The Arts in Psychotherapy, 28, 109-115.




    AUTISM
    • Cook, E. H. (1998). Genetics of autism. Mental Retardation and Developmental Disabilities Reviews, 4, 113-120.

    • Dalrymple, N. J.; Rubie L. A.. (1993). Social/sexual awareness of persons with autism: A parental perspective. Archives of Sexual Behavior, 22, 229.

    • Koegel, L. K. (2000). Interventions to facilitate communication in autism. Journal of Autism and Developmental Disorders, 30, 383-392.

    • Gillberg, C. (1999). Prevalence of disorders in the autism spectrum. Infants and Young Children, 12, 64.

    • Gray, C. (1993). Social stories: Improving responses of students with autism with accurate social information. Focus on Autistic Behavior, 4.

    • Quill, K. A. (1997). Instructional considerations for young children with autism: The rationale for visually cued instruction. Journal of Autism and Developmental Disorders, 27, 697.

    • Smith, D.D. (2001).. Introduction to special education: Teaching in an age of opportunity. Boston: Allyn & Bacon.

    • U.S. Department of Education. (1998). Twentieth annual report to Congress on the implementation of the Individuals with Disabilities Education Act. Washington DC: U. S. Government Printing Office.

      • APPLIED BEHAVIORAL ANALYSIS

    • Alberto, P. A., & Troutman, A. C. (2003). Applied Behavior Analysis for Teachers. Merrill Prentice Hall: New Jersey.

    • Brigham, T. A., & Sherman, J. A. (1973). Effects of choice and immediacy of reinforcement on single response and switching behavior of children. Journal of the Experimental Analysis of Behavior, 19, 425-435.

    • Carr, E. G., & Carlson, J. I. (1993). Reduction of severe behavior problems in the community using a multicomponent treatment approach. Journal of Applied Behavior Analysis, 26, 157-172.

    • Carr, E. G., Robinson, S., Taylor, J. C., & Carlson, J. I. (1990). Positive approaches to the treatment of severe behavior problems in persons with developmental disabilities: A review and analysis of reinforcement and stimulus-based procedures. Monograph of the Association for Persons with Severe Handicaps, 4.

    • Dunlap, G., Dunlap, L. K., Clark, S., & Robbins, F. R. (1991). Functional assessment, curricular revision, and severe behavior problems. Journal of Applied Behavior Analysis, 24, 387-397.

    • Durand, V. M. (1990). Severe Behavior Problems: A Functional Communication Training Approach. New York: Guilford Press.

    • Dyer, K. (1987). The completion of autistic stereotyped behavior with usual and specially assessed reinforcers. Research in Developmental Disabilities, 8, 607-626.

    • Dyer, K. (1989). The effects of preference on spontaneous verbal requests in individuals with autism. Journal of the Association for Persons with Severe Handicaps, 14, 184.

    • 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, 515-524.

    • Edelson, S. M., Edelson, M. G., Kerr, D.C., & Grandin, T. (1998). Behavioral and physiological effects of deep pressure on children with autism: A pilot study evaluating the efficacy of Grandin's hug machine. The American Journal of Occupational Therapy, 53, 145-152.

    • Gable, R. (1999). Functional assessment in school settings. Behavioral Disorders, 24, 246-248.

    • Horner, R. H., Day, H. M., & Day, J. R. (1997). Using neutralizing routines to reduce problem behaviors. Journal of Applied Behavioral Analysis, 30, 601-614.

    • Hutt, S. J., Hutt, C., Lee, D., & Ounsted, C. (1965). A behavioral and electroencephalographic study of autistic children. Journal of Psychiatric Research, 3, 181-197.

    • Kern, L., Choutka, C. M., & Sokol, N. G. (2002). Assessment-based antecedent interventions used in natural settings to reduce challenging behavior: An analysis of the literature. Education and Treatment of Children, 25, 113-130.

    • King, L. J. (1989). Facilitating neurodevelopment. Proceedings of the Autism Society of American, 117-120.

    • Koegel, R. L., & Koegel, L. K. (Eds.) (1995). Teaching Children with Autism: Strategies for initiating positive interactions and improving learning opportunities. Baltimore: Paul H. Brookes Publishing Co.

    • Koegel, R. L., Dyer, D., & Bell, L. K. (1987). The influence of child-preferred activities on autistic children's social behavior. Journal of Applied Behavior Analysis, 20, 243-252.

    • Lerman, D. C., Iwata, B. A., & Wallace, M. D. (1999). Side effects of extinction: Prevalence of bursting and aggression during the treatment of self-injurious behavior. Journal of Applied Behavior Analysis, 32, 1-7.

    • Luiselli, J. K. (1998). Intervention conceptualization and formulation. Baltimore: Paul H. Brookes Publishing Co.

    • McComas, J., Hoch, H., & Paone, D. (2000). Escape behavior during academic tasks: A preliminary analysis of idiosyncratic establishing operations. Journal of Applied Behavior Analysis, 33, 479-493.

    • Mithaug, D. E., & Mar, D. K. (1980). The relation between choosing and working prevocational tasks in two severely retarded young adults. Journal of Applied Behavior Analysis, 13, 177-182.

    • Moes, D. R. (1998). Integrating choice making opportunities within teacher-assigned academic tasks to facilitate the performance of children with autism. The Journal of the Association for Persons with Severe Handicaps, 23, 319-328.

    • Monty, R. A., Gellar, E. S., Savage, R. E., & Perlmutter, L. C. (1979). The freedom to choose is not always so choice. Journal of Experimental Psychology, 37, 170-178.

    • Parsons, M. B., Reid, D. H., Reynolds, J., & Bumgarner, M. (1990). Effects of chosen verus assigned jobs on the work performance of persons with severe handicaps. Journal of Applied Behavior Analysis, 23, 253-258.

    • Peck, C. A. (1985). Increasing opportunities for social control by children with autism and severe handicaps: Effects on student behavior and perceived classroom climate. Journal of the Association for Persons with Severe Handicaps, 10, 183-193.

    • Repp, A. C., Felce, D., & Barton, L. E. (1988). Basing the treatment of stereotypic and self-injurious behaviors on hypotheses of their causes. Journal of Applied Behavior Analysis, 21, 281-289.

    • Restori, A. F. (1999). Antecedent and consequence-based treatment strategies: A comparison of interventions for disruptive behavior. Dissertation Abstracts International Section A: Humanities & Social Sciences, 60, 3A.

    • Romaniuk, C., & Miltenberger, R. G. (2001). The influence of preference and choice of activity on problem behavior. Journal of Positive Behavior Interventions, 3, 152-159.



    BIBLIOTHERAPY
    • Balius, M.S., & Balius Jr., F.A.(1995) Storytelling: Integrating therapy and curriculum for students with serious emotional disturbances. TEACHING Exceptional Children, 27, 24-28.

    • Sridhar, D., & Vaughn, S. (2000). Bibliotherapy for all: Enhancing reaing comprehension, self-concept, and behavior. TEACHING Exceptional Children, 33, 74-82.

    • Pardeck, J.T., & Pardeck, J.A. (1993). Bibliotherapy: A clinical approach for helping children. New York: Gordon and Breech Science Publishers.

    • Pardeck, J.T. (1994). Using literature to help Adolescents cope with problems. Adolescence, 29, 421-427.




    DRAMA
    • Lewis, Penny and Johnson, David, eds. (2000). Current Approaches in Drama Therapy. Springfield, IL: Charles C. Thomas Pub. 478 pages; 16 of the most widely used approaches in drama therapy written by their creators or key proponents. Call 800-258-8980 or visit Amazon.com



    EXPERIENTIAL LEARNING
    • Bergstrom, J.M., & O'Brien, L.A. (2001). Themes of discovery. Educational Leadership, 58, 29-33.

    • Berman, D.S., & Davis Berman, J. (2000). Therapeutic uses of outdoor education. ERIC Digest, EDO-RC-00-5.

    • Boss, J.A. (1999). Outdoor education and the development of civic responsibility. ERIC Digest, EDO-RC-98-5.

    • Broda, H.W. (2002). Learning in and for the outdoors. Middle School Journal, 34-38. Clements, C. Wagner, R.J., & Roland C.C. (1995). The ins and outs of experiential training. Training and Development, 49, 52-56.

    • Farnham, M., & Mutrie, N. (1997). The potential benefits of outdoor development for children with special needs. British Journal of Special Education, 24, 31-37.

    • Forgan, J.W., & Jones, C.D. (2002). How experiential adventure activities can improve students' social skills. TEACHING Exceptional Children, 34, 52-58.

    • Hattie, J., Marsh, H.W., Neill, J.T., & Richards, G.E. (1997). Adventure Education and outward bout: Out-of-class experiences that make a lasting difference. Review of Educational Research, 67, 43-87.

    • Hopkins, R.L. (1994). Narrative Schooling: Experiential learning and the transformation of American Education. New York: Teachers College Press.

    • Johnson, G.M. (1999). Inclusive Education: Fundamental instructional strategies and considerations. Preventing School Failure, 43, 72-78.

    • Miles, J.C., & Priest, S. (1990). Adventure Education. State College, PA: Venture Publishing Inc.

    • Moote, G.T. Jr, & Wodarski, J.S. (1997). The acquisition of life skills through adventure based activity programs: A review of the literature. Adolescence, 32, 143-167.

    • Muscott, H.S. (2000). A review and analysis of service learning programs involving students with emotional/behavior disorders. Education and Treatment of Children, 23, 246-268.

    • Salend, S.J. (1998). Using an activities based approach to teach science to students with disabilities. Intervention in School and Clinic, 34, 67-72.

    • Warner-Weill, S., & McGill, I. (1998). Making Sense of Experiential Learning: diversity in theory and practice. Philadelphia, PA: SHRE and Open Press University.



    MOVEMENT
    • Bird, V. (2001). Dance in Elementary School [coursepack].Western Michigan University: Kalamazoo,MI.

    • Hodes, S. (1995). Dance and essence: Reflections on morality and education. Arts Education Policy Review, 97, 2-13.

    • Jones, D.F., Winn, G. L. & Dooley, E.A. (1995). Project YES: A break from tradition. Journal of Physical Education, Recreation, & Dance, 66, 41-47.

    • Kasser, S.L., Collier, D., & Solava, D.G. (1997). Sport skills for students with disabilities. A collaborative effort. Journal of Physical Education, Recreation, & Dance, 68, 50-56.



    MUSIC
    • Camilleri, V. (2000). Music therapy groups: a path to social-emotional growth and academic success. Educational Horizons, 28, 184-189.

    • Chalmers, L., Olson, M.R., & Zurkowski, J.K. Music as a classroom tool. Intervention in School and Clinic. 35, 43-45.

    • Hillard, J., (2000). Music in Special Education [coursepack]. Western Michigan University: Kalamazoo, MI.



    PUPPETRY
    • American Heritage Dictionary. (2000). 4th Edition. Houghton Mifflin Company.

    • Axline, V. (1947). Play Therapy. Boston: Houghton Mifflin Company.

    • Bradley, L., & Gould, L. (1993). Individual counseling: creative interventions. In A. Vernon (Ed.), Counseling Children and Adolescents, 83-117.

    • Bow, J. (1993). Overcoming resistance. In C. E. Schemer (Ed.), The Therapeutic Powers of Play, 146-179.

    • Brodie, C. (1994). Puppet magic. School Library Media Activities Manual, 11, 43-46.

    • Campbell, C. (1993). Play: The fabric of elementary school counseling programs. Elementary School Guidance & Counseling, 28, 10-16.

    • Caputo, R. (1993). Using puppets with students with emotional and behavioral disorders. Intervention in School and Clinic, 29, (1), 26-30.

    • Carter, R., & Mason, P. (1998). The selection and use of puppets in counseling. Professional School Counseling, 6, 50-53.

    • Carter, S. (1987). Use of puppets to treat traumatic grief: A case study. Elementary School Guidance & Counseling, 21, 210-215.

    • George, S. (1994). Use of puppets in your teaching. New England Reading Association Journal, 30, (3), 26-29.

    • Gerler, E. (1990). Learning in a Changing World.. New York: Wiley Publishers.

    • Gil, E. (1994). Play in Family Therapy. Englewood Cliffs, NY: Prentice-Hall Publishers.

    • James, R., & Meyer, R. (1987) Puppets: the elementary school counselor's right or left arm. Elementary School Guidance & Counseling, 21, 292-299.

    • Jewel, D. (1989). Confronting Child Abuse Through Recreation. Springfield, IL: Charles C. Thomas Publishers.

    • Kemple, K. (1994). Understanding and facilitating preschool children's peer acceptance. Washington D. C.: United States Department of Education, Office of Educational Research and Improvement.

    • Kottman, T., & Shaefer, C. (1993). Play Therapy in Action. Northvale, NJ: Jason Aronson Publishing.

    • Koplin, L. (1991). Where rag dolls hide their faces: A Story of Troubled Children. New York: Penguin Books.

    • Martin, V. (1990). Encouraging youngsters to discuss their feelings. Learning, 16, (1), 80-81.

    • Mardell, B. (1991). And We Told Wonderful Stories Also: Reflections on a Preschool Language Game to Promote Narrative Development. EDRS. 56 pages.

    • Morgan, E. (1996). Add magic to your curriculum with puppets. Texas Child Care, 20, (1), 12-17.

    • Meyer, J. (1987). Puppets: the elementary school counselor's right or left arm. Elementary School Guidance Counselor, 21, 292-299.

    • Rambert, M. (1949). Children in Conflict. New York: International Universities Press.

    • Rosenburg, M., Wilson, R., Maheady, L., & Sindelar, P. (1992). Educating Students with Behavior Disorders. Boston: Allyn & Bacon Publishing.

    • Synovitz, L. (1994). The use of puppets by college peer health advocates to educate socially disadvantaged youth about HIV/AIDS. American School Health Association Presentation Paper.

    • Woltmann, A. (1940). The use of puppets in understanding children. Mental Hygiene, 24, 445-458.

    • Zabel, M. (1991). Storytelling, myths, and folk tales: strategies for multi-cultural inclusion. Preventing School Failure, 36, (1), 32-34.



    SELF ESTEEM
    • Dossick, J. & Shea, E. (1990). Creative Therapy II: 52 More Exercises for Groups. Sarasota: Professional Resource Exchange, Inc.

    • Fugaro, R. (1985). A Manual of Sequential Art Activities for Classified Children and Adolescents. Springfield: Charles Thomas Publishers.

    • Gibbs, J. (1987). Tribes: A Process for Social Development and Cooperative Learning. Santa Rosa: Center Source Publications.

    • Mannix, D. (1993). Social Skills Activities for Special Children. West Nyack: The Center for Applied Research in Education.

    • Rich, D. (1992). MegaSkills: In School and in Life - The Best Gift You Can Give Your Child. Boston: Hougthon Mifflin Company.

    • Watson, G. (1996). Teacher Smart! 125 Tested Techniques of Classroom Mangement and Control. West Nyack: The Center for Applied Research in Education.
     
     
    		 
     
     
     
    Copyright © 2010 • Creative Answers 4EBD | Emotional and Behavioral Disorders • Genesis Web Design • designer@genesiswebd.com