Other Resources on Behavior

by DB-LINK on May 1, 2002
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A number of excellent resources on Behavior are not available online. The following is a list of some additional resources. If you would like help locating items on the list or getting additional information, contact us via email at

Behavior --Wiley, David. Logan, UT: SKI-HI Institute, Utah State University. In, Alsop, Linda, M.Ed. (Ed.), Understanding Deafblindness: Issues, Perspectives, and Strategies, Vol. II. (2002) Understanding and responding to the cause of a child's behavior, not just the behavior itself, is the way to make lasting changes to and improve the life of a child with deafblindness. This book chapter addresses how to find out what a behavior means; explains how to do a functional analysis by asking questions about the child, considering possible causes of the behavior, and looking at the context of the problem; describes strategies for addressing problem behavior including prevention, manipulating situations, and teaching new skills; and addresses how to react to troubling behavior.

People With Disabilities Who Challenge the SystemInstructional Support for Self-Determination in Individuals with Profound Disabilities Who Are Deaf-Blind / Gothelf, Carole R.; Brown, Fredda. -- Paul H. Brookes Publishing Co. 1996, 20. This chapter discusses ways in which individuals with severe disabilities can participate in age appropriate decisions that enable increased control over their lives. It presents practices that will help the individuals begin to exert control over their lives and allow others to recognize their self-determined needs and abilities. Provides procedures for teaching individuals to make choices. Chapter 14 from the book "People with Disabilities Who Challenge the System" edited by Donna H. Lehr, Ph.D. and Fredda Brown, Ph.D.

Review and Evaluation of Research on the Deaf-Blind from Perceptual, Communicative, Social and Rehabilitative Perspectives / Ronnberg, Jerker; Borg, Erik. 2001, 10. This paper reviews research on deaf-blind individuals, primarily from behavioral and communicative points of view. Inclusion in the population of deaf-blind is qualified by describing a variety of subgroups and genetically based syndromes associated with deaf-blindness. Sensory assessment procedures - based primarily on residual capacities - are appraised. Non-sensory, alternative classificatory schemes and procedures are presented and the results from behavior modification procedures used for correcting maladaptive behaviors are summarized. Methods for communicating tactilely are described and evaluated. Attention is also drawn to some suggestions regarding learning of alphabetic codes and sign acquisition. Finally, suggestions for future research are proposed. SCANDINAVIAN AUDIOLOGY, #30, 2001, pp. 67-77.  

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