Behavior, General Materials Bibliography

by DB-LINK on Feb 1, 2013
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This is a partial list of materials on this topic available from the DB-LINK Catalog Database.  If you have additional questions, please contact us via email:

Updated 2/2013


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.


Behavior Symposium: Panel A --Brown, David, M.A.; van Dijk, Jan, Ph.D. Cleveland, OH: Proceedings of the 6th International CHARGE Syndrome Conference, July 25-27th, 2003, Cleveland, OH. (2003)This presentation presents several case studies to describe the relationship between sensory difficulties and resulting behavior. Describes several scenarios and the resulting behavior and provides examples of how to modify that behavior into something more positive. Also available is a CD-ROM containing an audio version of this presentation.


Behavioral Risk Factors And Dual Sensory Impairment Final Report --Su, Ya-ping; Brennan, Mark. --Arlene R. Gordon Research Institute, Lighthouse International. Gerontological Society of America, Annual Scientific Meeting, November 2000, Boston, MA. (2003) There is an emerging body of literature on the consequences of vision and/or hearing impairment. But relatively little is known about the behavioral risk factors for incurring such sensory impairments. The lack of established empirical relationships between behavioral risk factors and sensory impairments has seriously limited health promotion and disease prevention efforts. This study, funded by the M.C. Adams Charitable Trust, examines the concurrent relationship between sensory loss and behavioral risk factors, i.e., body mass index, exercise, smoking, drinking alcohol. Results from binary probit regression models indicate that light alcohol consumption was protective of vision, hearing and dual sensory impairments. However, either current or past smoking increased the risk of sensory impairment in later life. Higher levels of vigorous physical activities also increased the risk of sensory impairment while light physical activity decreases the risk. Obesity was associated with hearing and dual sensory loss. Implications for health promotion and disease prevention are discussed.


Challenging Behaviour in an Adult Male With Congenital Deaf-Blindness: Analysis and Intervention --Jacobsen, Karl; Bjerkan, Bertil; Sorlie, Randi. SCANDINAVIAN JOURNAL OF DISABILITY RESEARCH, vol. 11, #3, pp. 209-220. (2009) People with severe congenital disabilities have been assessed on negatives, on what they do not have. Skill training and education of these missing abilities have been the major focus for the habilitation since emergence of the normalization ideology in the 1960s. Developmental theories and movements like quality of life and positive psychology have changed focus from training and education to well-being and other internal states in people with disabilities. This article describes how challenging behaviour vanished in a 28-year-old deaf-blind man when developmental theory was applied as the framework for his habilitation. Emotional processing and initiatives increased and the man became easier to understand for the staff. The special case of a deaf-blind man illustrates how simple a focus on internal states may slip and be exchanged for intervention dominated by demands and training. The article discusses whether the framework employed in the present intervention should be present in all kind of habilitation.


From Russia with Love and Care for Children with Sensory Impairment and Challenging Behaviours: Demonstration of an Intervention Model --van Dijk, Jan; Nelson, Catherine; van der Meer, Ton. AapNootMuis Productions. (2006) This CD-ROM is the result of cooperation between the authors and staff members of Children’s House at Sergiev Posad in the Russian Federation. From 2000-2005, the group collaborated as they studied children with multiple sensory impairments and moderate/severe challenging behaviors. The behaviors of six children are analyzed through video analysis, A-B-C analysis, and direct observation of target behaviors. Included is a demonstration of how their hypotheses are formulated and operationalized as the basis for interventions. The effect of the interventions is then shown in two follow-up measures. The model demonstrated is based on attachment theory and positive behaviour support. As an introduction to the actual assessment and intervention of the children’s behavior, the authors’ have designed and included a short interactive course on positive behavioral support (PBS). Some of the applied techniques of PBS are illustrated through video clips. The CD-ROM has an index of the most important concepts as they are used in behavior analysis and intervention. Available from the American Printing House for the Blind (CD-ROM: 1-31002-00). Phone: 800-223-1839. Web: E-mail: Cost: $50.00.

2012-0241 Generating Positive Interactions in Regular School Settings: For Australian Students who are Deafblind or Have Multiple Disabilities --Moore, Robyn Cantle; Steer, Mike. DBI REVIEW, vol. 49, July 2012, pp. 9-12. (2012) The social participation of students who are deafblind or have multiple disabilities in regular school classrooms and playgrounds is powerfully affected by student behavior, teacher behavior, the curriculum, teaching strategies, characteristics of the classroom or playground and school community, as well as the ways these elements combine to produce positive learning environments. Social skills, in addition to academic skills and a student health-related focus provide the three great challenges to successful regular school placement for students who have traditionally been considered too difficult to serve. Some classroom teachers perceive skills to be associated with difficulties in peer acceptance and work-related behaviors such as keeping on task or completing tasks with minimal assistance. This paper examines approaches that have proven effective in increasing positive classroom and playground interactions.


Graphical Analysis and "Challenging Behaviour" - How the Hidden Patterns of Behaviour Can Help Us to Understand What a Person is Trying to Tell Us --Fuggle, Christopher. 14th DbI World Conference on Deafblindness Conference Proceedings, September 25-30, 2007, Perth, Australia. (2007) This is a brief summary of a workshop presentation given at the 14th DbI World Conference on Deaf-Blindness. This presentation describes the examination of challenging behaviour graphs to try and identify patterns in challenging behaviours for each person with both startling and motivational results.


Helping You and Your Child Get a Good Night's Sleep --Axelrod, Craig . SEE/HEAR, vol. 6, #3, Summer 2001, pp. 8-14. (2001) This article is based on information presented by Ray Condon at a workshop in July 1993. It examines sleep issues of children with disabilities. The article gives general information about sleep and sleep problems of children with visual impairment or deafblindness. The focus is on behavioral issues and interventions, and includes a sleep diary and ABC record forms. Available in Spanish. Available on the web:


Integrated Functional Behavior Assessment Protocol (IF-BAP): Holistic Behavioral Assessment of Students with Deafblindness and Severe Disabilities --Arnold, Kevin D.; Stephens, Thomas M. Honesdale, PA: Universal Publishing. (2004) The IF-BAP model and materials are based on more than ten years of validation developed primarily by Kevin Arnold and his colleagues, first at Ohio State University and later at the University of Dayton and the School Study Council of Ohio. The IF-BAP strategy is intended to create a comprehensive view of a student who is deaf-blind or has severe disabilities, in order to increase the teacher's understanding of the interactions among various behavioral and sensory systems. Once teachers understand those interactions, they can design a program that not only addresses each of those systems, but also the combined effects of each system's unique contribution to the whole student. IF-BAP relies on a transdisciplinary approach, in that the assessment strategies incorporate several specialized assessments, but do so through one individual. While various specialists conduct their assessments, the behavioral psychologist is charged with integrating their findings into one overall picture of the student. The material is presented as an instructional manual to be used by qualified professionals who are competent in psychological assessment, applied behavioral analysis, and instructional interventions.


Mental and Behavioral Disorders Among People With Congenital Deafblindness --Dammeyer, Jesper. RESEARCH IN DEVELOPMENTAL DISABILITIES, vol. 32, #2, March-April 2011, pp. 571-575. (2011) This article reports the results of a study of the prevalence of mental and behavioral disorders among 95 congenitally deaf-blind adults in Denmark. Seventy-four percent were found to have a mental and/or behavioral diagnosis. Mental retardation was found among 34% and psychosis among 13%. The article concludes with a discussion of factors involved in diagnosing these types of conditions in individuals with deaf-blindness.


Parent Perspectives On...: Communication, Behavioral, and Instructional Strategies for Children and Youth Who Are Deaf-Blind --The National Technical Assistance Consortium for Children and Young Adults Who Are Deaf-Blind (NTAC) The National Family Association for Deaf-Blind (NFADB) NTAC. (2000) This booklet was developed based on the response and suggestions offered by parents of children with deafblindness who attended the workshop, "Going for the Best: Building Excellence and Strength Together" in St. Louis, MO from July 30- August 1, 1998. The booklet presents parent perspectives on: communication, positive behavioral strategies, and important practices in instructional strategies. Additional copies are available from: NTAC, Western Oregon University, Teaching Research Division, 345 N. Monmouth Ave., Monmouth, OR 97361, (503) 838-8391, TTY: (503) 838-9623, FAX: (503) 838-8150, Publisher's web site:


Parent/Professional Collaboration in Positive Behavior Support --Bailey, Elaine; Devaney, Chris; Anderson, Jacki L. TASH CONNECTIONS, vol. 29, #1/2, January/February 2003, pp. 14-19. (2003) This article provides a brief description of Positive Behavior Supports (PBS), an overview of a training structure provided to parents and professionals on the subject, and a case example to illustrate the concepts being taught. Describes PBS's and the training topics covered over the two day seminar. Case example describes how parents and professionals overcame challenges such as transportation difficulties, and communication challenges in a child with autism.


People with Intellectual Disability, Sensory Impairments and Behaviour Disorder: A Case Series --Carvill, S.; Marston, G. VOL. 46, #3, March 2002, pp. 264-272: JOURNAL OF INTELLECTUAL DISABILITY RESEARCH, vol. 46, #3, March 2002, pp. 264-272. (2002) Sensory impairments (SI) are more prevalent in people with intellectual disability (ID). Both conditions lead to higher rates of emotional and behavioural problems than in the general population. The identification of psychiatric disorders in this group can be difficult, particularly in those with severe ID and limited communication skills. The present paper presents a series of 18 case reports of individuals with ID, SI and behavioural problems--11 patients had both hearing and visual impairment. The patients were referred to the Psychiatry of ID service in South Birmingham, UK, from residential facilities run by SENSE, the National Deaf-Blind and Rubella Association. The majority of cases were young male caucasians with congenital rubella syndrome and autistic spectrum disorder, referred because of self-injurious behaviour or aggression. Nine cases were treated with autidepressants, five underwent environmental changes and two had medication reduced. All showed some improvement. The benefits of comprehensive assessments, the use of standardized assessment tools and trials of treatments are discussed in the context of making psychiatric diagnoses.


Personal and Sexual Development: A Vital Part of Life for Young People Who are Deafblind and their Families DBI REVIEW, vol. 28, July-December 2001, pp. 12-13. (2001) This article, written by the mother of a deafblind son, focuses on the need for better sexual education for people who are disabled. She describes her experience raising her son and a very uncomfortable situation that occurred. Describes how her sons' episodes of sexual inappropriateness were handled by his school. Also provides her thoughts on things that could be done to help students with disabilities learn about sexuality and appropriate behavior.


Positive Behavioral Support (PBS) --Beach Center on Families and Disability. THE UNIVERSITY OF KANSAS LIFE SPAN INSTITUTE. FAMILIES AND DISABILITY NEWSLETTER, vol. 11, #1, June 2001, pp. 1-31. (2001) This article and accompanying newsletter describes Positive Behavioral Supports (PBS) strategies which are used to determine and eliminate the underlying causes of problem behavior. The newsletter describes the importance of PBS in schools and provides specific results obtained at the Beach Center on Families and Disability. Provides a list of publications, a product order form, and many links to more information including a PBS website, news, and a book review. It contains a chart on how to implement PBS for universal, group, and individual support. It also includes a summary of disciplinary procedure decision tree for determining the responsibilities of school personal and limitations of their authority under IDEA in disciplining children with disabilities. Publisher's web site:


Positive Behavioral Supports and Social Relationships --Hartshorne, Tim. Austin, TX: Texas Deafblind Project. 2005 Texas Symposium on Deafblindness. (2005) Copies of overheads used in a presentation about positive behavioral supports. Briefly describe positive behavioral supports, function assessment, social skills, and person centered planning. 


Program of Supporting Families Having Children with Multiple Sensory Disabilities and Problem Behavior --Nelson, Catherine; Zarechnova, Svetlana Vladimirovna. 14th DbI World Conference on Deafblindness Conference Proceedings, September 25-30, 2007, Perth, Australia. (2007) This is a brief two page summary of a workshop presentation given at the 14th DbI World Conference on Deaf-Blindness. The presenters describe a program devoted to the questions of training family members skills and methods of organizing successful communication and overcoming challenging behavior of children at home in Russia.


Relationships Between Stereotyped Movements and Sensory Processing Disorders in Children With and Without Developmental or Sensory Disorders --Gal, Eynat; Dyck, Murray J.; Passmore, Anne. AMERICAN JOURNAL OF OCCUPATIONAL THERAPY, May/June 2010, vol. 64, #3, pp. 453-461: (2010) Stereotyped movements (SM) are a defining characteristic of autism but are also present in children with a range of sensory and developmental disorders. This study examined whether the severity of sensory processing disorders (SPD) was associated with the severity of SM and whether SPD accounted for between-group differences in SM. The Short Sensory Profile and the Stereotyped and Self-Injurious Movements Interview were administered to children with autism, intellectual disability, visual impairment, and hearing impairment, and to typically developing children. SPD predicted the severity of SM in all samples and accounted for differences in SM between the groups. Other differences in the severity of SM were the result of diagnosis and the interaction between diagnosis and an intellectual disability. The authors conclude that SPD may be a source of SM, but that functional connections between these phenomena will need to be tested in future research. Available on the web:


Role of the Emotional Brain Webcast --van Dijk, Jan. Watertown, MA: Perkins School for the Blind. (2011) Dr. Jan van Dijk presents his research and ideas related to the brain, the limbic system and the impact on teaching and learning for students who are blind with additional disabilities including deafblindness. The chapters in this webcast are: 1. Introduction, 2. Limbic System, 3. Stress, 4. Mirror Neurons, 5. Challenging Behavior, 6. Evidence Based Practice. Publisher's web site:


Sensory Integration and Self-Regulation in Infants and Toddlers: Helping Very Young Children Interact With Their Environment --Williamson, G. Gordon; Anzalone, Marie E. Washington, DC: Zero to Three. (2001) This book is written for a multidisciplinary audience of practitioners who support the development of infants and young children in a variety of settings. Knowledge is synthesized to help readers understand the sensory development of infants and young children, learn about assessment and intervention approaches to promote self-regulation and adaptive behavior, and become aware of emerging research issues in this field. Includes chapters on sensory systems (tactile, vestibular, proprioceptive), sensory-based behavior in infants and young children, sensory integration (includes a chapter on praxis and dyspraxia), screening and assessment, play in the context of sensory-based intervention, and strategies to enhance self-initiation and adaptive behavior. Publisher's web site:


Sleep & Exercise: Two Vital Needs for Pre-Teens and Teens With Deafblindness --Fansler, Leslie. TX SENSEABILITIES, vol. 4, #1, Winter 2010, pp.3-4. (2010) One parent shares her personal wisdom and humor on the importance of making sure individuals with deafblindness get plenty of sleep and exercise. Available on the web:


Supporting High Quality Interactions with Students Who are Deafblind --Axelrod, Craig. Austin, TX: Texas School for the Blind and Visually Impaired. (2006) This paper begins with a summary of current research on interactions with children who are deaf-blind, focusing primarily on research conducted by Janssen, Riksen-Walraven, and van Dijk. Topics include interactive challenges, the impact of adult-dominated interactions, consequences of disharmonious interactions, and an educator-oriented intervention. The second part of the paper describes an interaction training program developed at the Texas School for the Blind and Visually Impaired developed to help educational staff improve their interactions with children who are deaf-blind. This paper updates and combines two articles previously published in See/Hear. Available in Spanish. Available on the web:


Time to Sleep --Todd, Hilary. TALKING SENSE, Vol 53, #1, Spring 2009, pp. 18-26. (2009) This article explores the issue of sleep and the many children who are deafblind that have severe sleep difficulties. Sleep problems effect the children in their development and causes stress to their families. The use of melatonin is discussed; tips for families are offered; and references and resources are included at the end of the article.


Using Augmentative Communication for Providing Positive Behavior Support to Minimize Challenging Behavior --Bhargava, Dolly; Bloom, Ylana. 14th DbI World Conference on Deafblindness Conference Proceedings, September 25-30, 2007, Perth, Australia. (2007) This is text of a workshop presentation given at the 14th DbI World Conference on Deaf-Blindness. This presentation describes positive behavioral support as an effective tool to address challenging behaviors.

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