Evidence-Based Resources: Complete APA 7th Edition Bibliographies (BxM Professional Learning)

This post compiles the complete APA 7th edition bibliographies that underpin every BxM professional learning course. Use it as a single reference hub: skim by course, follow the DOIs and URLs to the original sources, and cite confidently in your own work, supervision portfolios, or coursework.

All bibliographies are formatted in APA 7 and verified for accessibility. Sources include foundational ABA textbooks, peer-reviewed journal articles, official BACB documents, and regulatory frameworks aligned to each course’s learning objectives and target audience.

Table of Contents

• Course 1: Academic Support for RBTs in Schools
• Course 2: Inclusive Classroom Support
• Course 3: Prompting and Independence
• Course 5: Behavior-Informed Instruction
• Course 6: Collaborative Teaming in Inclusive Schools
• Course 7: Data-Driven Instruction
• Course 8: ABA for Differentiated Instruction
• Paraprofessional in the Cluster Classroom
• Paraprofessional Support in Co-Teaching Classrooms
• BxM Parent Training Curriculum
• Lead RBT Certificate Program
• Assent-Based Safety Training (BxM )
• BACB RBT 40-Hour Training Curriculum (2026)
• BCBA Exam Preparation (BACB TCO 6th Ed., 2025)
• BxM Paraprofessional Curriculum Framework

Course 1: Academic Support for RBTs in Schools: Applying ABA to Classroom Learning

• Bailey, J. S., & Burch, M. R. (2022). Ethics for behavior analysts (4th ed.). Routledge. https://doi.org/10.4324/9781003173120
• Behavior Analyst Certification Board. (2022). Ethics code for behavior analysts. https://www.bacb.com
• Brock, M. E., & Carter, E. W. (2013). Paraprofessional implementation of evidence-based practices for students with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 28(1), 3–14. https://doi.org/10.1177/1088357612466074
• Brock, M. E., & Carter, E. W. (2015). Effects of a professional development package to prepare special education paraprofessionals to implement evidence-based practice. The Journal of Special Education, 49(1), 39–51. https://doi.org/10.1177/0022466913501882
• Browder, D. M., Spooner, F., Ahlgrim-Delzell, L., Harris, A. A., & Wakeman, S. (2008). A meta-analysis on teaching mathematics to students with significant cognitive disabilities. Exceptional Children, 74(4), 407–424. https://doi.org/10.1177/001440290807400404
• Carter, E. W., Lane, K. L., Pierson, M. R., & Glaeser, B. C. (2016). Self-determination skills and opportunities of adolescents with severe intellectual disabilities and autism spectrum disorders. Exceptional Children, 82(3), 311–328. https://doi.org/10.1177/0014402915598780
• Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson.
• Fixsen, D. L., Blase, K. A., Metz, A., & Van Dyke, M. (2013). State of the implementation science: Lessons learned from three decades of implementation research. Implementation Science, 8(1), Article 1. https://doi.org/10.1186/1748-5908-8-1
• Giangreco, M. F., Suter, J. C., & Doyle, M. B. (2010). Paraprofessional support in inclusive classrooms: A review of the literature. Research and Practice for Persons with Severe Disabilities, 35(3–4), 133–145. https://doi.org/10.2511/027494810805652676
• Heward, W. L., Alberto, P. A., & Dube, L. V. (2005). Defining and measuring academic learning. Journal of Applied Behavior Analysis, 38(2), 251–266. https://doi.org/10.1901/jaba.2005.39-05
• Jimenez, B. A., & Kamei, R. K. (2020). Teaching academic skills to students with intellectual disability: A review of evidence-based practices. Journal of Special Education, 54(2), 89–101. https://doi.org/10.1177/0022466919894271
• National Professional Development Center on Autism Spectrum Disorder. (2015). Evidence-based practices for children, youth, and young adults with autism. Frank Porter Graham Child Development Institute, University of North Carolina.
• Spooner, F., Browder, D. M., & Mims, P. J. (2010). Evidence-based practice in teaching academics to students with severe disabilities. Research and Practice for Persons with Severe Disabilities, 35(3–4), 159–167. https://doi.org/10.2511/027494810805652685

Course 2: Inclusive Classroom Support: Practical Strategies for RBTs and Paraprofessionals

• Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1(1), 91–97. https://doi.org/10.1901/jaba.1968.1-91
• Brock, M. E., & Carter, E. W. (2013). Paraprofessional implementation of evidence-based practices for students with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 28(1), 3–14. https://doi.org/10.1177/1088357612466074
• Brock, M. E., & Carter, E. W. (2015). Effects of a professional development package to prepare special education paraprofessionals to implement evidence-based practice. The Journal of Special Education, 49(1), 39–51. https://doi.org/10.1177/0022466913501882
• Brodhead, M. T., Higbee, T. S., & Gerow, S. (2021). Promoting independence in children with autism spectrum disorder: A review of prompt fading procedures. Behavior Analysis in Practice, 14(2), 456–470. https://doi.org/10.1007/s40617-020-00498-5
• Causton-Theoharis, J., Theoharis, G., Orsi, M., & Malmgren, C. (2008). Does self-contained special education deliver on its promises? A critical inquiry into research and practices. Journal of Special Education Leadership, 21(2), 61–78.
• Cook, B. G., Tankersley, M., & Landrum, T. J. (2017). Determining evidence-based practices in special education. Exceptional Children, 83(3), 249–266. https://doi.org/10.1177/0014402916678370
• Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson.
• Fisher, W. W., Kelley, M. E., & Lomas, J. E. (2020). Visual supports and visual activity schedules. In W. W. Fisher, C. C. Piazza, & H. S. Roane (Eds.), Handbook of applied behavior analysis (2nd ed., pp. 283–302). Guilford Press.
• Fuchs, D., Fuchs, L. S., & Stecker, P. M. (2010). The “blurring” of special education in a new continuum of general education placements and services. Exceptional Children, 76(3), 301–323. https://doi.org/10.1177/001440291007600304
• Giangreco, M. F., Suter, J. C., & Doyle, M. B. (2010). Paraprofessional support in inclusive classrooms: A review of the literature. Research and Practice for Persons with Severe Disabilities, 35(3–4), 133–145. https://doi.org/10.2511/027494810805652676
• Heward, W. L. (1994). Three keys to effective instruction: Active responding, immediate feedback, and distributed practice. In T. E. Scruggs & M. A. Mastropieri (Eds.), Instructional interventions in special education (pp. 1–24). PRO-ED.
• Klingner, J. K., & Vaughn, S. (1996). Reciprocal teaching of reading comprehension strategies for students with learning disabilities who use English as a second language. The Elementary School Journal, 96(3), 275–293. https://doi.org/10.1086/461828
• Libby, M. E., Weiss, J. S., Bancroft, S., & Ahearn, W. H. (2008). A comparison of most-to-least and least-to-most prompting on the acquisition of solitary play skills. Behavior Analysis in Practice, 1(1), 37–43. https://doi.org/10.1007/BF03391718
• Schuster, J. W., & Collins, B. C. (2010). Response prompting and transferring procedures. Woodbine House.
• Simpson, R. L., de Boer-Ott, S. R., & Smith-Myles, B. (2011). Inclusion of students with autism spectrum disorders: General education and special education professionals’ perceptions. Focus on Autism and Other Developmental Disabilities, 18(4), 216–225. https://doi.org/10.1177/10883576030180040301
• Sutherland, K. S., & Wehby, P. J. (2000). Increasing opportunities to respond: A literature review and practical recommendations. Behavioral Disorders, 25(3), 185–198. https://doi.org/10.1177/019874290002500302
• Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). ASCD.
• Walker, G. (2008). Defining prompt and prompt fading: Implications for practice. Teaching Exceptional Children, 40(6), 20–25. https://doi.org/10.1177/004005990804000603
• Wolery, M., Ault, M. J., & Doyle, P. M. (2012). Systematic instruction for students with moderate and severe disabilities (2nd ed.). Paul H. Brookes Publishing.

Course 3: Prompting and Independence: Using ABA Strategies to Support Learning Without Creating Dependency

• Ault, M. J., & Wolery, M. (2016). Systematic instruction and prompt fading: Best practices for special educators. Teaching Exceptional Children, 48(4), 189–198. https://doi.org/10.1177/0040059916633545
• Behavior Analyst Certification Board. (2022). Ethics code for behavior analysts. https://www.bacb.com
• Brodhead, M. T., Higbee, T. S., & Gerow, S. (2021). Promoting independence in children with autism spectrum disorder: A review of prompt fading procedures. Behavior Analysis in Practice, 14(2), 456–470. https://doi.org/10.1007/s40617-020-00498-5
• Browder, D. M., Spooner, F., Ahlgrim-Delzell, L., Harris, A. A., & Wakeman, S. (2008). A meta-analysis on teaching mathematics to students with significant cognitive disabilities. Exceptional Children, 74(4), 407–424. https://doi.org/10.1177/001440290807400404
• Brock, M. E., & Carter, E. W. (2013). Paraprofessional implementation of evidence-based practices for students with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 28(1), 3–14. https://doi.org/10.1177/1088357612466074
• Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson.
• Fisher, W. W., Kelley, M. E., & Lomas, J. E. (2020). Visual supports and visual activity schedules. In W. W. Fisher, C. C. Piazza, & H. S. Roane (Eds.), Handbook of applied behavior analysis (2nd ed., pp. 283–302). Guilford Press.
• Giangreco, M. F., Suter, J. C., & Doyle, M. B. (2010). Paraprofessional support in inclusive classrooms: A review of the literature. Research and Practice for Persons with Severe Disabilities, 35(3–4), 133–145. https://doi.org/10.2511/027494810805652676
• Heward, W. L. (1994). Three keys to effective instruction: Active responding, immediate feedback, and distributed practice. In T. E. Scruggs & M. A. Mastropieri (Eds.), Instructional interventions in special education (pp. 1–24). PRO-ED.
• Jimenez, B. A., & Kamei, R. K. (2020). Teaching academic skills to students with intellectual disability: A review of evidence-based practices. Journal of Special Education, 54(2), 89–101. https://doi.org/10.1177/0022466919894271
• Libby, M. E., Weiss, J. S., Bancroft, S., & Ahearn, W. H. (2008). A comparison of most-to-least and least-to-most prompting on the acquisition of solitary play skills. Behavior Analysis in Practice, 1(1), 37–43. https://doi.org/10.1007/BF03391718
• Miltenberger, R. G. (2016). Behavior modification: Principles and procedures (6th ed.). Cengage Learning.
• Schuster, J. W., & Collins, B. C. (2010). Response prompting and transferring procedures. Woodbine House.
• Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), 351–380. https://doi.org/10.1353/etc.0.0007
• Spooner, F., Browder, D. M., & Mims, P. J. (2010). Evidence-based practice in teaching academics to students with severe disabilities. Research and Practice for Persons with Severe Disabilities, 35(3–4), 159–167. https://doi.org/10.2511/027494810805652685
• Sutherland, K. S., & Wehby, P. J. (2000). Increasing opportunities to respond: A literature review and practical recommendations. Behavioral Disorders, 25(3), 185–198. https://doi.org/10.1177/019874290002500302
• Walker, G. (2008). Defining prompt and prompt fading: Implications for practice. Teaching Exceptional Children, 40(6), 20–25. https://doi.org/10.1177/004005990804000603
• Wolery, M., Ault, M. J., & Doyle, P. M. (2012). Systematic instruction for students with moderate and severe disabilities (2nd ed.). Paul H. Brookes Publishing.

Course 5: Behavior-Informed Instruction: Using ABA Principles to Improve Academic Engagement

• Alavosius, M. P., & Sulzer-Azaroff, B. (1990). Acquisition and maintenance of health-care routines as a function of feedback density. Journal of Applied Behavior Analysis, 23(2), 151–162. https://doi.org/10.1901/jaba.1990.23-151
• Archer, A. L., & Hughes, C. A. (2011). Explicit instruction: Effective and efficient teaching. Guilford Press.
• Brophy, J., & Good, T. (1986). Teacher behavior and student achievement. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 328–375). Macmillan.
• Carnine, D., Silbert, J., Kame’enui, E. J., & Tarver, S. G. (2004). Direct instruction reading (4th ed.). Pearson.
• Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis, 18(2), 111–126. https://doi.org/10.1901/jaba.1985.18-111
• CAST. (2018). Universal Design for Learning Guidelines version 2.2. http://udlguidelines.cast.org
• Codding, R. S., Feinberg, A. B., Dunn, E. K., & Pace, G. M. (2007). Effects of immediate performance feedback on reading fluency. Journal of Applied Behavior Analysis, 40(1), 117–121. https://doi.org/10.1901/jaba.2007.31-06
• Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson.
• Dunlap, G., Kern-Dunlap, L., Clarke, S., & Robbins, F. R. (1991). Functional assessment, curriculum revision, and pervasive developmental disorders. Journal of Autism and Developmental Disorders, 21(4), 403–418. https://doi.org/10.1007/BF02207331
• Haydon, T., Lingo, A., & Hunter, W. (2011). The effects of choral responding on the academic performance of students with emotional and behavioral disorders. Beyond Behavior, 20(2), 18–25.
• Heward, W. L. (1994). Three keys to effective instruction: Active responding, immediate feedback, and distributed practice. In T. E. Scruggs & M. A. Mastropieri (Eds.), Instructional interventions in special education (pp. 1–24). PRO-ED.
• Hunt, M. A., Albin, R. W., Sprague, J. R., & Flannery, K. B. (1994). The effects of instructional pacing on student responding and on-task behavior. Journal of Special Education, 28(2), 188–202. https://doi.org/10.1177/002246699402800206
• Kellems, R. O., Ezzeddine, J. M., & Koenig, S. A. (2016). Behavior analysis in educational settings: A guide for teachers and consultants. Routledge.
• Koegel, R. L., & Koegel, L. K. (2019). Pivotal response treatment for autism spectrum disorders (2nd ed.). Paul H. Brookes Publishing.
• Miltenberger, R. G. (2016). Behavior modification: Principles and procedures (6th ed.). Cengage Learning.
• Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), 351–380. https://doi.org/10.1353/etc.0.0007
• Sugai, G., & Horner, R. H. (2009). Responsiveness-to-intervention and school-wide positive behavior supports: Integration of multi-tiered system approaches. Exceptionality, 17(4), 223–237. https://doi.org/10.1080/09362830903235375
• Sutherland, K. S., & Wehby, P. J. (2000). Increasing opportunities to respond: A literature review and practical recommendations. Behavioral Disorders, 25(3), 185–198. https://doi.org/10.1177/019874290002500302
• Walker, H. M., Ramsey, E., & Gresham, F. M. (2004). Antisocial behavior in school: Evidence-based practices (2nd ed.). Wadsworth.
• Wolery, M., Ault, M. J., & Doyle, P. M. (2012). Systematic instruction for students with moderate and severe disabilities (2nd ed.). Paul H. Brookes Publishing.

Course 6: Collaborative Teaming in Inclusive Schools: Coordinating Teachers, RBTs, and Behavior Specialists

• Brock, M. E., & Carter, E. W. (2013). Paraprofessional implementation of evidence-based practices for students with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 28(1), 3–14. https://doi.org/10.1177/1088357612466074
• Brock, M. E., & Carter, E. W. (2015). Effects of a professional development package to prepare special education paraprofessionals to implement evidence-based practice. The Journal of Special Education, 49(1), 39–51. https://doi.org/10.1177/0022466913501882
• Browder, D. M., & Cooper-Duffy, K. (2003). Evidence-based practices for students with severe disabilities and the requirement for accountability in “No Child Left Behind.” The Journal of Special Education, 37(3), 157–163. https://doi.org/10.1177/00224669030370030401
• Carter, E. W., Lane, K. L., Pierson, M. R., & Glaeser, B. C. (2016). Self-determination skills and opportunities of adolescents with severe intellectual disabilities and autism spectrum disorders. Exceptional Children, 82(3), 311–328. https://doi.org/10.1177/0014402915598780
• Cook, B. G., Tankersley, M., & Landrum, T. J. (2017). Determining evidence-based practices in special education. Exceptional Children, 83(3), 249–266. https://doi.org/10.1177/0014402916678370
• Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson.
• Edmondson, A. (1999). Psychological safety and learning behavior in work teams. Administrative Science Quarterly, 44(2), 350–383. https://doi.org/10.2307/2666999
• Fisher, W. W., Piazza, C. C., & Roane, H. S. (Eds.). (2021). Handbook of applied behavior analysis (2nd ed.). Guilford Press.
• Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation research: A synthesis of the literature. University of South Florida, Louis de la Parte Institute.
• Fong, E. H., Catagnus, R. M., Brodhead, M. T., Quigley, S., & Field, S. (2016). Developing cultural awareness in behavior analysis. Behavior Analysis in Practice, 9(3), 279–286. https://doi.org/10.1007/s40617-016-0111-6
• Friend, M., & Cook, L. (2020). Interactions: Collaboration skills for school professionals (9th ed.). Pearson.
• Giangreco, M. F., Suter, J. C., & Doyle, M. B. (2010). Paraprofessional support in inclusive classrooms: A review of the literature. Research and Practice for Persons with Severe Disabilities, 35(3–4), 133–145. https://doi.org/10.2511/027494810805652676
• Hargreaves, A., & O’Connor, M. T. (2018). Collaborative professionalism: When teaching together means learning for all. Corwin Press.
• Hord, S. M. (1997). Professional learning communities: Communities of continuous inquiry and improvement. Southwest Educational Development Laboratory.
• Jimenez, B. A., & Kamei, R. K. (2020). Teaching academic skills to students with intellectual disability: A review of evidence-based practices. Journal of Special Education, 54(2), 89–101. https://doi.org/10.1177/0022466919894271
• Joyce, B., & Showers, B. (2002). Student achievement through staff development (3rd ed.). ASCD.
• Kraft, M. A., Blazar, D., & Hogan, D. (2018). The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational Research, 88(4), 547–588. https://doi.org/10.3102/0034654318759268
• McCart, A., Sailor, W., & Dymond, S. (2006). Collaborative consultation in schools: A systems approach. Corwin Press.
• Sailor, W., Dunlap, G., Sugai, G., & Horner, R. (Eds.). (2009). Handbook of positive behavior support. Springer. https://doi.org/10.1007/978-0-387-09527-3
• Sugai, G., & Horner, R. H. (2006). A promising approach for expanding and sustaining school-wide positive behavior support. School Psychology Review, 35(2), 245–259. https://doi.org/10.1080/02796015.2006.12087928
• Sugai, G., & Horner, R. H. (2009). Responsiveness-to-intervention and school-wide positive behavior supports: Integration of multi-tiered system approaches. Exceptionality, 17(4), 223–237. https://doi.org/10.1080/09362830903235375
• Taylor, B. A., LeBlanc, L. A., & Nosik, M. R. (2019). Compassionate care in behavior analytic treatment: Can outcomes be enhanced by attending to relationships with caregivers? Behavior Analysis in Practice, 12(3), 654–666. https://doi.org/10.1007/s40617-018-00289-3
• Vangrieken, K., Dochy, F., Raes, E., & Kyndt, E. (2015). Teacher collaboration: A systematic review. Educational Research Review, 15, 17–40. https://doi.org/10.1016/j.edurev.2015.04.002
• Walker, H. M., Ramsey, E., & Gresham, F. M. (2004). Antisocial behavior in school: Evidence-based practices (2nd ed.). Wadsworth.

Course 7: Data-Driven Instruction: Using Behavioral and Academic Data to Improve Learning Outcomes

• American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for educational and psychological testing. American Educational Research Association.
• Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1(1), 91–97. https://doi.org/10.1901/jaba.1968.1-91
• Berke, E. M., Turnidge, L. M., & Horner, R. H. (2019). Data-based decision making in MTSS: A review of implementation practices. Journal of Positive Behavior Interventions, 21(2), 87–99. https://doi.org/10.1177/1098300718775345
• Brock, M. E., & Carter, E. W. (2013). Paraprofessional implementation of evidence-based practices for students with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 28(1), 3–14. https://doi.org/10.1177/1088357612466074
• Brock, M. E., & Carter, E. W. (2015). Effects of a professional development package to prepare special education paraprofessionals to implement evidence-based practice. The Journal of Special Education, 49(1), 39–51. https://doi.org/10.1177/0022466913501882
• Browder, D. M., Spooner, F., Ahlgrim-Delzell, L., Harris, A. A., & Wakeman, S. (2008). A meta-analysis on teaching mathematics to students with significant cognitive disabilities. Exceptional Children, 74(4), 407–424. https://doi.org/10.1177/001440290807400404
• Carter, E. W., Lane, K. L., Pierson, M. R., & Glaeser, B. C. (2016). Self-determination skills and opportunities of adolescents with severe intellectual disabilities and autism spectrum disorders. Exceptional Children, 82(3), 311–328. https://doi.org/10.1177/0014402915598780
• CAST. (2018). Universal Design for Learning Guidelines version 2.2. http://udlguidelines.cast.org
• Cook, B. G., Tankersley, M., & Landrum, T. J. (2017). Determining evidence-based practices in special education. Exceptional Children, 83(3), 249–266. https://doi.org/10.1177/0014402916678370
• Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson.
• Deno, S. L. (2003). Developments in curriculum-based measurement. The Journal of Special Education, 37(3), 184–192. https://doi.org/10.1177/00224669030370030801
• Fisher, W. W., Piazza, C. C., & Roane, H. S. (Eds.). (2021). Handbook of applied behavior analysis (2nd ed.). Guilford Press.
• Fuchs, D., Fuchs, L. S., & Stecker, P. M. (2010). The “blurring” of special education in a new continuum of general education placements and services. Exceptional Children, 76(3), 301–323. https://doi.org/10.1177/001440291007600304
• Fuchs, L. S., & Fuchs, D. (2007). A model framework for synthesizing curriculum-based measurement research. Journal of Special Education, 41(1), 47–62. https://doi.org/10.1177/00224669070410010501
• Heward, W. L. (1994). Three keys to effective instruction: Active responding, immediate feedback, and distributed practice. In T. E. Scruggs & M. A. Mastropieri (Eds.), Instructional interventions in special education (pp. 1–24). PRO-ED.
• Hintze, J. M., Owen, S. V., Shapiro, E. S., & Daly, E. J. (2002). Direct behavior rating: A promising approach to classroom behavior assessment. School Psychology Review, 31(3), 339–353. https://doi.org/10.1080/02796015.2002.12086160
• Jimenez, B. A., & Kamei, R. K. (2020). Teaching academic skills to students with intellectual disability: A review of evidence-based practices. Journal of Special Education, 54(2), 89–101. https://doi.org/10.1177/0022466919894271
• Kazdin, A. E. (2011). Single-case research designs: Methods for clinical and applied settings (2nd ed.). Oxford University Press.
• Kratochwill, T. R., Hitchcock, J., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M., & Shadish, W. R. (2010). Single-case designs technical documentation. What Works Clearinghouse. https://ies.ed.gov/ncee/wwc/Docs/ReferenceResources/wwc_scd.pdf
• Shinn, M. R. (Ed.). (1998). Advanced applications of curriculum-based measurement. Guilford Press.
• Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), 351–380. https://doi.org/10.1353/etc.0.0007
• Stecker, P. M., Fuchs, L. S., & Fuchs, D. (2005). Using curriculum-based measurement to improve student achievement: Review of research. Psychology in the Schools, 42(7), 795–819. https://doi.org/10.1002/pits.20091
• Sugai, G., & Horner, R. H. (2006). A promising approach for expanding and sustaining school-wide positive behavior support. School Psychology Review, 35(2), 245–259. https://doi.org/10.1080/02796015.2006.12087928
• Sugai, G., & Horner, R. H. (2009). Responsiveness-to-intervention and school-wide positive behavior supports: Integration of multi-tiered system approaches. Exceptionality, 17(4), 223–237. https://doi.org/10.1080/09362830903235375
• Sutherland, K. S., & Wehby, P. J. (2000). Increasing opportunities to respond: A literature review and practical recommendations. Behavioral Disorders, 25(3), 185–198. https://doi.org/10.1177/019874290002500302
• Walker, H. M., Ramsey, E., & Gresham, F. M. (2004). Antisocial behavior in school: Evidence-based practices (2nd ed.). Wadsworth.

Course 8: ABA for Differentiated Instruction (Capstone): Integrating Behavioral Science with Inclusive Teaching

• American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for educational and psychological testing. American Educational Research Association.
• Berke, E. M., Turnidge, L. M., & Horner, R. H. (2019). Data-based decision making in MTSS: A review of implementation practices. Journal of Positive Behavior Interventions, 21(2), 87–99. https://doi.org/10.1177/1098300718775345
• Brock, M. E., & Carter, E. W. (2013). Paraprofessional implementation of evidence-based practices for students with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 28(1), 3–14. https://doi.org/10.1177/1088357612466074
• Brock, M. E., & Carter, E. W. (2015). Effects of a professional development package to prepare special education paraprofessionals to implement evidence-based practice. The Journal of Special Education, 49(1), 39–51. https://doi.org/10.1177/0022466913501882
• Browder, D. M., & Cooper-Duffy, K. (2003). Evidence-based practices for students with severe disabilities and the requirement for accountability in “No Child Left Behind.” The Journal of Special Education, 37(3), 157–163. https://doi.org/10.1177/00224669030370030401
• Browder, D. M., Spooner, F., Ahlgrim-Delzell, L., Harris, A. A., & Wakeman, S. (2008). A meta-analysis on teaching mathematics to students with significant cognitive disabilities. Exceptional Children, 74(4), 407–424. https://doi.org/10.1177/001440290807400404
• Carter, E. W., Lane, K. L., Pierson, M. R., & Glaeser, B. C. (2016). Self-determination skills and opportunities of adolescents with severe intellectual disabilities and autism spectrum disorders. Exceptional Children, 82(3), 311–328. https://doi.org/10.1177/0014402915598780
• CAST. (2018). Universal Design for Learning Guidelines version 2.2. http://udlguidelines.cast.org
• Cook, B. G., Tankersley, M., & Landrum, T. J. (2017). Determining evidence-based practices in special education. Exceptional Children, 83(3), 249–266. https://doi.org/10.1177/0014402916678370
• Cook, B. G., Buysse, V., Klingner, J., Landrum, T. J., McWilliam, R. A., Tankersley, M., & Test, D. W. (2015). CEC’s standards for classifying the evidence base of practices in special education. Remedial and Special Education, 36(4), 220–234. https://doi.org/10.1177/0741932514557271
• Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson.
• Fisher, W. W., Piazza, C. C., & Roane, H. S. (Eds.). (2021). Handbook of applied behavior analysis (2nd ed.). Guilford Press.
• Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation research: A synthesis of the literature. University of South Florida, Louis de la Parte Institute.
• Fuchs, D., Fuchs, L. S., & Stecker, P. M. (2010). The “blurring” of special education in a new continuum of general education placements and services. Exceptional Children, 76(3), 301–323. https://doi.org/10.1177/001440291007600304
• Fuchs, L. S., & Fuchs, D. (2007). A model framework for synthesizing curriculum-based measurement research. Journal of Special Education, 41(1), 47–62. https://doi.org/10.1177/00224669070410010501
• Gentry, M., & Owen, S. V. (1999). An investigation of the effects of total school flexible cluster grouping on identification, achievement, and classroom practices. Gifted Child Quarterly, 43(4), 224–243. https://doi.org/10.1177/001698629904300405
• Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. National Center on Accessing the General Curriculum. https://udlcenter.org
• Hall, T. E., Meyer, A., & Rose, D. H. (Eds.). (2012). Universal design for learning in the classroom: Practical applications. Guilford Press.
• Heward, W. L. (1994). Three keys to effective instruction: Active responding, immediate feedback, and distributed practice. In T. E. Scruggs & M. A. Mastropieri (Eds.), Instructional interventions in special education (pp. 1–24). PRO-ED.
• Jimenez, B. A., & Kamei, R. K. (2020). Teaching academic skills to students with intellectual disability: A review of evidence-based practices. Journal of Special Education, 54(2), 89–101. https://doi.org/10.1177/0022466919894271
• Joyce, B., & Showers, B. (2002). Student achievement through staff development (3rd ed.). ASCD.
• Klingner, J. K., & Vaughn, S. (1996). Reciprocal teaching of reading comprehension strategies for students with learning disabilities who use English as a second language. The Elementary School Journal, 96(3), 275–293. https://doi.org/10.1086/461828
• Kraft, M. A., Blazar, D., & Hogan, D. (2018). The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational Research, 88(4), 547–588. https://doi.org/10.3102/0034654318759268
• Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal design for learning: Theory and practice. CAST Professional Publishing.
• National Professional Development Center on Autism Spectrum Disorder. (2015). Evidence-based practices for children, youth, and young adults with autism. Frank Porter Graham Child Development Institute, University of North Carolina.
• Rao, K., Ok, M. W., & Bryant, B. R. (2014). A review of research on universal design educational models. Remedial and Special Education, 35(3), 153–166. https://doi.org/10.1177/0741932513518980
• Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), 351–380. https://doi.org/10.1353/etc.0.0007
• Spooner, F., Browder, D. M., & Mims, P. J. (2010). Evidence-based practice in teaching academics to students with severe disabilities. Research and Practice for Persons with Severe Disabilities, 35(3–4), 159–167. https://doi.org/10.2511/027494810805652685
• Stecker, P. M., Fuchs, L. S., & Fuchs, D. (2005). Using curriculum-based measurement to improve student achievement: Review of research. Psychology in the Schools, 42(7), 795–819. https://doi.org/10.1002/pits.20091
• Subban, P. (2006). Differentiated instruction: A research basis. International Education Journal, 7(7), 935–947.
• Sugai, G., & Horner, R. H. (2006). A promising approach for expanding and sustaining school-wide positive behavior support. School Psychology Review, 35(2), 245–259. https://doi.org/10.1080/02796015.2006.12087928
• Sugai, G., & Horner, R. H. (2009). Responsiveness-to-intervention and school-wide positive behavior supports: Integration of multi-tiered system approaches. Exceptionality, 17(4), 223–237. https://doi.org/10.1080/09362830903235375
• Sutherland, K. S., & Wehby, P. J. (2000). Increasing opportunities to respond: A literature review and practical recommendations. Behavioral Disorders, 25(3), 185–198. https://doi.org/10.1177/019874290002500302
• Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). ASCD.
• Tomlinson, C. A., & Imbeau, M. B. (2010). Leading and managing a differentiated classroom. ASCD.
• Wolery, M., Ault, M. J., & Doyle, P. M. (2012). Systematic instruction for students with moderate and severe disabilities (2nd ed.). Paul H. Brookes Publishing.
• Wolery, M., Bailey, D. B., & Sugai, G. M. (1988). Effective teaching: Principles and procedures of applied behavior analysis with exceptional students. Allyn & Bacon.

Paraprofessional in the Cluster Classroom: Front-Line Implementer Training

• Bailey, J. S., & Burch, M. R. (2022). Ethics for behavior analysts (4th ed.). Routledge. https://doi.org/10.4324/9781003173120
• Brock, M. E., & Carter, E. W. (2013). Paraprofessional implementation of evidence-based practices for students with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 28(1), 3–14. https://doi.org/10.1177/1088357612466074
• Brock, M. E., & Carter, E. W. (2015). Effects of a professional development package to prepare special education paraprofessionals to implement evidence-based practice. The Journal of Special Education, 49(1), 39–51. https://doi.org/10.1177/0022466913501882
• Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis, 18(2), 111–126. https://doi.org/10.1901/jaba.1985.18-111
• Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson.
• Ellis, A. K., & Lloyd, J. W. (2008). Effects of performance feedback and goal setting on paraprofessional implementation of instructional procedures. Education and Treatment of Children, 31(3), 313–333. https://doi.org/10.1353/etc.0.0015
• Fisher, W. W., Kelley, M. E., & Lomas, J. E. (2020). Visual supports and visual activity schedules. In W. W. Fisher, C. C. Piazza, & H. S. Roane (Eds.), Handbook of applied behavior analysis (2nd ed., pp. 283–302). Guilford Press.
• Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation research: A synthesis of the literature. University of South Florida, Louis de la Parte Institute.
• Giangreco, M. F., Doyle, M. B., & Suter, J. C. (2012). Paraprofessionals in inclusive schools: A review of recent research. Journal of Educational and Psychological Consultation, 22(1–2), 41–59. https://doi.org/10.1080/10474412.2011.649650
• Giangreco, M. F., Suter, J. C., & Doyle, M. B. (2010). Paraprofessional support in inclusive classrooms: A review of the literature. Research and Practice for Persons with Severe Disabilities, 35(3–4), 133–145. https://doi.org/10.2511/027494810805652676
• 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. https://doi.org/10.1901/jaba.2003.36-147
• Hintze, J. M., Owen, S. V., Shapiro, E. S., & Daly, E. J. (2002). Direct behavior rating: A promising approach to classroom behavior assessment. School Psychology Review, 31(3), 339–353. https://doi.org/10.1080/02796015.2002.12086160
• 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. https://doi.org/10.1901/jaba.1994.27-197
• Joyce, B., & Showers, B. (2002). Student achievement through staff development (3rd ed.). ASCD.
• Libby, M. E., Weiss, J. S., Bancroft, S., & Ahearn, W. H. (2008). A comparison of most-to-least and least-to-most prompting on the acquisition of solitary play skills. Behavior Analysis in Practice, 1(1), 37–43. https://doi.org/10.1007/BF03391718
• Miltenberger, R. G. (2008). Behavior modification: Principles and procedures (4th ed.). Wadsworth.
• Miltenberger, R. G. (2016). Behavior modification: Principles and procedures (6th ed.). Cengage Learning.
• Sarokoff, R. A., & Sturmey, P. (2004). The effects of behavioral skills training on staff implementation of discrete-trial teaching. Journal of Applied Behavior Analysis, 37(4), 535–538. https://doi.org/10.1901/jaba.2004.37-535
• Schuster, J. W., & Collins, B. C. (2010). Response prompting and transferring procedures. Woodbine House.
• Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), 351–380. https://doi.org/10.1353/etc.0.0007
• Stecker, P. M., Fuchs, L. S., & Fuchs, D. (2005). Using curriculum-based measurement to improve student achievement: Review of research. Psychology in the Schools, 42(7), 795–819. https://doi.org/10.1002/pits.20091
• Sutherland, K. S., & Wehby, P. J. (2000). Increasing opportunities to respond: A literature review and practical recommendations. Behavioral Disorders, 25(3), 185–198. https://doi.org/10.1177/019874290002500302
• Walker, G. (2008). Defining prompt and prompt fading: Implications for practice. Teaching Exceptional Children, 40(6), 20–25. https://doi.org/10.1177/004005990804000603
• Walker, H. M., Ramsey, E., & Gresham, F. M. (2004). Antisocial behavior in school: Evidence-based practices (2nd ed.). Wadsworth.
• Wolery, M., Ault, M. J., & Doyle, P. M. (2012). Systematic instruction for students with moderate and severe disabilities (2nd ed.). Paul H. Brookes Publishing.

Paraprofessional Support in Co-Teaching Classrooms

• Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1(1), 91–97. https://doi.org/10.1901/jaba.1968.1-91
• Brock, M. E., & Carter, E. W. (2013). Paraprofessional implementation of evidence-based practices for students with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 28(1), 3–14. https://doi.org/10.1177/1088357612466074
• Brock, M. E., & Carter, E. W. (2015). Effects of a professional development package to prepare special education paraprofessionals to implement evidence-based practice. The Journal of Special Education, 49(1), 39–51. https://doi.org/10.1177/0022466913501882
• Brodhead, M. T., Higbee, T. S., & Gerow, S. (2021). Promoting independence in children with autism spectrum disorder: A review of prompt fading procedures. Behavior Analysis in Practice, 14(2), 456–470. https://doi.org/10.1007/s40617-020-00498-5
• Brophy, J., & Good, T. (1986). Teacher behavior and student achievement. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 328–375). Macmillan.
• Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis, 18(2), 111–126. https://doi.org/10.1901/jaba.1985.18-111
• Carter, E. W., Lane, K. L., Pierson, M. R., & Glaeser, B. C. (2016). Self-determination skills and opportunities of adolescents with severe intellectual disabilities and autism spectrum disorders. Exceptional Children, 82(3), 311–328. https://doi.org/10.1177/0014402915598780
• CAST. (2018). Universal Design for Learning Guidelines version 2.2. http://udlguidelines.cast.org
• Cook, B. G., Tankersley, M., & Landrum, T. J. (2017). Determining evidence-based practices in special education. Exceptional Children, 83(3), 249–266. https://doi.org/10.1177/0014402916678370
• Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson.
• Fisher, W. W., Kelley, M. E., & Lomas, J. E. (2020). Visual supports and visual activity schedules. In W. W. Fisher, C. C. Piazza, & H. S. Roane (Eds.), Handbook of applied behavior analysis (2nd ed., pp. 283–302). Guilford Press.
• Friend, M., & Cook, L. (2020). Interactions: Collaboration skills for school professionals (9th ed.). Pearson.
• Fuchs, D., Fuchs, L. S., & Stecker, P. M. (2010). The “blurring” of special education in a new continuum of general education placements and services. Exceptional Children, 76(3), 301–323. https://doi.org/10.1177/001440291007600304
• Giangreco, M. F. (2010). One-to-one paraprofessionals for students with disabilities in inclusive classrooms: Is conventional wisdom wrong? Intellectual and Developmental Disabilities, 48(1), 1–13. https://doi.org/10.1352/1934-9556-48.1.1
• Giangreco, M. F., Doyle, M. B., & Suter, J. C. (2012). Paraprofessionals in inclusive schools: A review of recent research. Journal of Educational and Psychological Consultation, 22(1–2), 41–59. https://doi.org/10.1080/10474412.2011.649650
• Giangreco, M. F., Suter, J. C., & Doyle, M. B. (2010). Paraprofessional support in inclusive classrooms: A review of the literature. Research and Practice for Persons with Severe Disabilities, 35(3–4), 133–145. https://doi.org/10.2511/027494810805652676
• 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. https://doi.org/10.1901/jaba.2003.36-147
• Heward, W. L. (1994). Three keys to effective instruction: Active responding, immediate feedback, and distributed practice. In T. E. Scruggs & M. A. Mastropieri (Eds.), Instructional interventions in special education (pp. 1–24). PRO-ED.
• Hintze, J. M., Owen, S. V., Shapiro, E. S., & Daly, E. J. (2002). Direct behavior rating: A promising approach to classroom behavior assessment. School Psychology Review, 31(3), 339–353. https://doi.org/10.1080/02796015.2002.12086160
• Jimenez, B. A., & Kamei, R. K. (2020). Teaching academic skills to students with intellectual disability: A review of evidence-based practices. Journal of Special Education, 54(2), 89–101. https://doi.org/10.1177/0022466919894271
• Klingner, J. K., & Vaughn, S. (1996). Reciprocal teaching of reading comprehension strategies for students with learning disabilities who use English as a second language. The Elementary School Journal, 96(3), 275–293. https://doi.org/10.1086/461828
• Libby, M. E., Weiss, J. S., Bancroft, S., & Ahearn, W. H. (2008). A comparison of most-to-least and least-to-most prompting on the acquisition of solitary play skills. Behavior Analysis in Practice, 1(1), 37–43. https://doi.org/10.1007/BF03391718
• Miltenberger, R. G. (2016). Behavior modification: Principles and procedures (6th ed.). Cengage Learning.
• Murawski, W. W., & Dieker, L. A. (2013). Leading the co-teaching team: A practical guide for school leaders. Corwin Press.
• Schuster, J. W., & Collins, B. C. (2010). Response prompting and transferring procedures. Woodbine House.
• Scruggs, T. E., Mastropieri, M. A., & McDuffie, K. A. (2007). Co-teaching in inclusive classrooms: A metasynthesis of qualitative research. Exceptional Children, 73(4), 391–414. https://doi.org/10.1177/001440290707300401
• Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), 351–380. https://doi.org/10.1353/etc.0.0007
• Solis, M., Vaughn, S., Swanson, E., & McCulley, L. (2012). Co-teaching models for inclusive classrooms: A review of the research. Remedial and Special Education, 33(6), 349–362. https://doi.org/10.1177/0741932512449931
• Stecker, P. M., Fuchs, L. S., & Fuchs, D. (2005). Using curriculum-based measurement to improve student achievement: Review of research. Psychology in the Schools, 42(7), 795–819. https://doi.org/10.1002/pits.20091
• Sugai, G., & Horner, R. H. (2006). A promising approach for expanding and sustaining school-wide positive behavior support. School Psychology Review, 35(2), 245–259. https://doi.org/10.1080/02796015.2006.12087928
• Sugai, G., & Horner, R. H. (2009). Responsiveness-to-intervention and school-wide positive behavior supports: Integration of multi-tiered system approaches. Exceptionality, 17(4), 223–237. https://doi.org/10.1080/09362830903235375
• Sutherland, K. S., & Wehby, P. J. (2000). Increasing opportunities to respond: A literature review and practical recommendations. Behavioral Disorders, 25(3), 185–198. https://doi.org/10.1177/019874290002500302
• Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). ASCD.
• Walker, G. (2008). Defining prompt and prompt fading: Implications for practice. Teaching Exceptional Children, 40(6), 20–25. https://doi.org/10.1177/004005990804000603
• Walker, H. M., Ramsey, E., & Gresham, F. M. (2004). Antisocial behavior in school: Evidence-based practices (2nd ed.). Wadsworth.
• Wolery, M., Ault, M. J., & Doyle, P. M. (2012). Systematic instruction for students with moderate and severe disabilities (2nd ed.). Paul H. Brookes Publishing.

BxM Parent Training Curriculum: Supporting Families Through Behavioral Learning

• Alavosius, M. P., & Sulzer-Azaroff, B. (1990). Acquisition and maintenance of health-care routines as a function of feedback density. Journal of Applied Behavior Analysis, 23(2), 151–162. https://doi.org/10.1901/jaba.1990.23-151
• American Academy of Pediatrics. (2020). Identification, evaluation, and management of children with autism spectrum disorder. Pediatrics, 145(1), Article e20193447. https://doi.org/10.1542/peds.2019-3447
• American Speech-Language-Hearing Association. (2020). Practice portal: Autism spectrum disorder. https://www.asha.org/practice-portal/clinical-topics/autism/
• Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1(1), 91–97. https://doi.org/10.1901/jaba.1968.1-91
• Bailey, J. S., & Burch, M. R. (2022). Ethics for behavior analysts (4th ed.). Routledge. https://doi.org/10.4324/9781003173120
• Bearss, K., Burrell, T. L., Challa, S. A., Postorino, V., Gillespie, S. E., Crooks, C., & Scahill, L. (2018). Feasibility of parent training via telehealth for children with autism spectrum disorder and disruptive behavior: A demonstration pilot. Journal of Autism and Developmental Disorders, 48(4), 1020–1030. https://doi.org/10.1007/s10803-017-3363-2
• Blair, C., & Raver, C. C. (2015). School readiness and self-regulation: A developmental psychobiological approach. Annual Review of Psychology, 66, 711–731. https://doi.org/10.1146/annurev-psych-010814-015221
• Bondy, A., & Frost, L. (2001). The picture exchange communication system. Behavior Modification, 25(5), 725–744. https://doi.org/10.1177/0145445501255007
• Brock, M. E., & Carter, E. W. (2013). Paraprofessional implementation of evidence-based practices for students with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 28(1), 3–14. https://doi.org/10.1177/1088357612466074
• Brodhead, M. T., Higbee, T. S., & Gerow, S. (2021). Promoting independence in children with autism spectrum disorder: A review of prompt fading procedures. Behavior Analysis in Practice, 14(2), 456–470. https://doi.org/10.1007/s40617-020-00498-5
• Browder, D. M., Spooner, F., Ahlgrim-Delzell, L., Harris, A. A., & Wakeman, S. (2008). A meta-analysis on teaching mathematics to students with significant cognitive disabilities. Exceptional Children, 74(4), 407–424. https://doi.org/10.1177/001440290807400404
• Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis, 18(2), 111–126. https://doi.org/10.1901/jaba.1985.18-111
• Carter, E. W., Lane, K. L., Pierson, M. R., & Glaeser, B. C. (2016). Self-determination skills and opportunities of adolescents with severe intellectual disabilities and autism spectrum disorders. Exceptional Children, 82(3), 311–328. https://doi.org/10.1177/0014402915598780
• Centers for Disease Control and Prevention. (2023). Treatment and intervention services for autism spectrum disorder. https://www.cdc.gov/ncbddd/autism/treatment.html
• Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson.
• Dawson, G., Rogers, S., Munson, J., Smith, M., Winter, J., Greenson, J., Donaldson, A., & Varley, J. (2010). Randomized, controlled trial of an intervention for toddlers with autism: The Early Start Denver Model. Pediatrics, 125(1), e17–e23. https://doi.org/10.1542/peds.2009-0958
• DeLeon, I. G., & Iwata, B. A. (1996). Evaluation of a multiple-stimulus presentation format for assessing reinforcer preferences. Journal of Applied Behavior Analysis, 29(4), 519–533. https://doi.org/10.1901/jaba.1996.29-519
• Fisher, W. W., Kelley, M. E., & Lomas, J. E. (2020). Visual supports and visual activity schedules. In W. W. Fisher, C. C. Piazza, & H. S. Roane (Eds.), Handbook of applied behavior analysis (2nd ed., pp. 283–302). Guilford Press.
• Fong, E. H., Catagnus, R. M., Brodhead, M. T., Quigley, S., & Field, S. (2016). Developing cultural awareness in behavior analysis. Behavior Analysis in Practice, 9(3), 279–286. https://doi.org/10.1007/s40617-016-0111-6
• 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. https://doi.org/10.1901/jaba.2003.36-147
• Heward, W. L. (1994). Three keys to effective instruction: Active responding, immediate feedback, and distributed practice. In T. E. Scruggs & M. A. Mastropieri (Eds.), Instructional interventions in special education (pp. 1–24). PRO-ED.
• Ingersoll, B., & Wainer, A. L. (2013). Improving social skills in adolescents and adults with autism and severe to profound intellectual disability: A guide to teaching S.T.E.P.S. Paul H. Brookes Publishing.
• 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. https://doi.org/10.1901/jaba.1994.27-197
• Jimenez, B. A., & Kamei, R. K. (2020). Teaching academic skills to students with intellectual disability: A review of evidence-based practices. Journal of Special Education, 54(2), 89–101. https://doi.org/10.1177/0022466919894271
• Koegel, L. K., Koegel, R. L., Harrower, J. K., & Carter, C. M. (1999). Pivotal response intervention I: Overview of approach. Journal of the Association for Persons with Severe Handicaps, 24(3), 174–185. https://doi.org/10.2511/rpsd.24.3.174
• Koegel, R. L., & Koegel, L. K. (2019). Pivotal response treatment for autism spectrum disorders (2nd ed.). Paul H. Brookes Publishing.
• Koegel, R. L., Koegel, L. K., Ashbaugh, K., & Bradshaw, J. (2014). The importance of early identification and intervention for children with or at risk for autism spectrum disorders. International Journal of Speech-Language Pathology, 16(1), 50–56. https://doi.org/10.3109/17549507.2013.861511
• Lerman, D. C., & Iwata, B. A. (1996). Developing a technology for the use of operant extinction in clinical settings: An examination of basic and applied research. Journal of Applied Behavior Analysis, 29(3), 345–382. https://doi.org/10.1901/jaba.1996.29-345
• Libby, M. E., Weiss, J. S., Bancroft, S., & Ahearn, W. H. (2008). A comparison of most-to-least and least-to-most prompting on the acquisition of solitary play skills. Behavior Analysis in Practice, 1(1), 37–43. https://doi.org/10.1007/BF03391718
• McClelland, M. M., & Cameron, C. E. (2019). Self-regulation in early childhood: Improving conceptual clarity and developing ecologically valid measures. Child Development Perspectives, 13(2), 103–109. https://doi.org/10.1111/cdep.12315
• Miltenberger, R. G. (2016). Behavior modification: Principles and procedures (6th ed.). Cengage Learning.
• National Association for the Education of Young Children. (2020). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (4th ed.). https://www.naeyc.org/resources/topics/developmentally-appropriate-practice
• National Professional Development Center on Autism Spectrum Disorder. (2015). Evidence-based practices for children, youth, and young adults with autism. Frank Porter Graham Child Development Institute, University of North Carolina.
• O’Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behavior: A practical handbook (2nd ed.). Brooks/Cole.
• Raver, C. C., & Blair, C. (2019). The science of early childhood self-regulation: A developmental perspective on school readiness. Early Childhood Research Quarterly, 49, 1–10. https://doi.org/10.1016/j.ecresq.2019.04.003
• Rogers, S. J., & Dawson, G. (2010). Early start Denver model for young children with autism: Promoting language, learning, and engagement. Guilford Press.
• Schuster, J. W., & Collins, B. C. (2010). Response prompting and transferring procedures. Woodbine House.
• Spooner, F., Browder, D. M., & Mims, P. J. (2010). Evidence-based practice in teaching academics to students with severe disabilities. Research and Practice for Persons with Severe Disabilities, 35(3–4), 159–167. https://doi.org/10.2511/027494810805652685
• Stokes, T. F., & Baer, D. M. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis, 10(2), 349–367. https://doi.org/10.1901/jaba.1977.10-349
• Sugai, G., & Horner, R. H. (2009). Responsiveness-to-intervention and school-wide positive behavior supports: Integration of multi-tiered system approaches. Exceptionality, 17(4), 223–237. https://doi.org/10.1080/09362830903235375
• Sundberg, M. L. (2014). Verbal behavior. In J. K. Luiselli & A. J. Fisher (Eds.), The Oxford handbook of behavior analysis and therapy (pp. 211–230). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199760312.013.012
• Sutherland, K. S., & Wehby, P. J. (2000). Increasing opportunities to respond: A literature review and practical recommendations. Behavioral Disorders, 25(3), 185–198. https://doi.org/10.1177/019874290002500302
• Taylor, B. A., & Harris, S. L. (1995). Teaching children with autism to seek information: Acquisition of novel information and generalization of responding. Journal of Applied Behavior Analysis, 28(1), 3–14. https://doi.org/10.1901/jaba.1995.28-3
• Taylor, B. A., LeBlanc, L. A., & Nosik, M. R. (2019). Compassionate care in behavior analytic treatment: Can outcomes be enhanced by attending to relationships with caregivers? Behavior Analysis in Practice, 12(3), 654–666. https://doi.org/10.1007/s40617-018-00289-3
• U.S. Department of Education. (2004). Individuals with Disabilities Education Act (IDEA). 20 U.S.C. § 1400.
• Walker, G. (2008). Defining prompt and prompt fading: Implications for practice. Teaching Exceptional Children, 40(6), 20–25. https://doi.org/10.1177/004005990804000603
• Wolery, M., Ault, M. J., & Doyle, P. M. (2012). Systematic instruction for students with moderate and severe disabilities (2nd ed.). Paul H. Brookes Publishing.

Lead RBT Certificate Program: Clinical Leadership & Behavioral Operations

• Austin, J. (2000). Performance analysis and performance management. In J. Austin & J. E. Carr (Eds.), Handbook of applied behavior analysis (pp. 369–390). Context Press.
• Bailey, J. S., & Burch, M. R. (2022). Ethics for behavior analysts (4th ed.). Routledge. https://doi.org/10.4324/9781003173120
• Behavior Analyst Certification Board. (2020). BCBA/BCaBA task list (5th ed.). https://www.bacb.com
• Behavior Analyst Certification Board. (2022). Ethics code for behavior analysts. https://www.bacb.com
• Behavior Analyst Certification Board. (2022). Supervisor training curriculum outline (2.0). https://www.bacb.com
• Behavior Analyst Certification Board. (2024). Supervision and fieldwork requirements. https://www.bacb.com
• Brock, M. E., & Carter, E. W. (2013). Paraprofessional implementation of evidence-based practices for students with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 28(1), 3–14. https://doi.org/10.1177/1088357612466074
• Brock, M. E., & Carter, E. W. (2015). Effects of a professional development package to prepare special education paraprofessionals to implement evidence-based practice. The Journal of Special Education, 49(1), 39–51. https://doi.org/10.1177/0022466913501882
• Brodhead, M. T., Quigley, S. P., & Wilczynski, S. M. (2018). A clinical guide to treatment decisions in behavior analysis: Ethical and effective approaches. Routledge. https://doi.org/10.4324/9781315167167
• Carter, E. W., Lane, K. L., Pierson, M. R., & Glaeser, B. C. (2016). Self-determination skills and opportunities of adolescents with severe intellectual disabilities and autism spectrum disorders. Exceptional Children, 82(3), 311–328. https://doi.org/10.1177/0014402915598780
• Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson.
• Dickinson, A. M. (2000). The historical roots of organizational behavior management in the private sector: The 1950s–1980s. Journal of Organizational Behavior Management, 20(3–4), 9–58. https://doi.org/10.1300/J075v20n03_02
• Edmondson, A. (1999). Psychological safety and learning behavior in work teams. Administrative Science Quarterly, 44(2), 350–383. https://doi.org/10.2307/2666999
• Ellis, A. K., & Lloyd, J. W. (2008). Effects of performance feedback and goal setting on paraprofessional implementation of instructional procedures. Education and Treatment of Children, 31(3), 313–333. https://doi.org/10.1353/etc.0.0015
• Fisher, W. W., Piazza, C. C., & Roane, H. S. (Eds.). (2021). Handbook of applied behavior analysis (2nd ed.). Guilford Press.
• Fong, E. H., Catagnus, R. M., Brodhead, M. T., Quigley, S., & Field, S. (2016). Developing cultural awareness in behavior analysis. Behavior Analysis in Practice, 9(3), 279–286. https://doi.org/10.1007/s40617-016-0111-6
• LeBlanc, L. A., & Gillis, J. M. (2020). Ethical considerations in supervision and training. In W. W. Fisher, C. C. Piazza, & H. S. Roane (Eds.), Handbook of applied behavior analysis (2nd ed., pp. 567–584). Guilford Press.
• Miltenberger, R. G. (2016). Behavior modification: Principles and procedures (6th ed.). Cengage Learning.
• Sarokoff, R. A., & Sturmey, P. (2004). The effects of behavioral skills training on staff implementation of discrete-trial teaching. Journal of Applied Behavior Analysis, 37(4), 535–538. https://doi.org/10.1901/jaba.2004.37-535
• Sugai, G., & Horner, R. H. (2009). Responsiveness-to-intervention and school-wide positive behavior supports: Integration of multi-tiered system approaches. Exceptionality, 17(4), 223–237. https://doi.org/10.1080/09362830903235375
• Taylor, B. A., LeBlanc, L. A., & Nosik, M. R. (2019). Compassionate care in behavior analytic treatment: Can outcomes be enhanced by attending to relationships with caregivers? Behavior Analysis in Practice, 12(3), 654–666. https://doi.org/10.1007/s40617-018-00289-3
• Watkins, C. L., & Pacheco, M. (2000). Behavioral performance management in educational settings. In J. Austin & J. E. Carr (Eds.), Handbook of applied behavior analysis (pp. 391–414). Context Press.

Assent-Based Safety Training (BxM): Ethical Behavioral Safety Through Assent Monitoring

• Bailey, J. S., & Burch, M. R. (2022). Ethics for behavior analysts (4th ed.). Routledge. https://doi.org/10.4324/9781003173120
• Behavior Analyst Certification Board. (2022). Ethics code for behavior analysts. https://www.bacb.com
• Brodhead, M. T., Quigley, S. P., & Wilczynski, S. M. (2018). A clinical guide to treatment decisions in behavior analysis: Ethical and effective approaches. Routledge. https://doi.org/10.4324/9781315167167
• Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis, 18(2), 111–126. https://doi.org/10.1901/jaba.1985.18-111
• Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson.
• DeLeon, I. G., Iwata, B. A., & Roscoe, E. M. (2011). Descriptive and experimental analyses of variables maintaining self-injurious behavior. Journal of Applied Behavior Analysis, 44(1), 1–19. https://doi.org/10.1901/jaba.2011.44-1
• Fong, E. H., Catagnus, R. M., Brodhead, M. T., Quigley, S., & Field, S. (2016). Developing cultural awareness in behavior analysis. Behavior Analysis in Practice, 9(3), 279–286. https://doi.org/10.1007/s40617-016-0111-6
• 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. https://doi.org/10.1901/jaba.2003.36-147
• Illinois State Board of Education. (2023). Rules for the use of isolated time out, time out, and physical restraint in schools (23 Ill. Admin. Code 1.280). https://www.isbe.net
• 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. https://doi.org/10.1901/jaba.1994.27-197
• Lerman, D. C., & Iwata, B. A. (1996). Developing a technology for the use of operant extinction in clinical settings: An examination of basic and applied research. Journal of Applied Behavior Analysis, 29(3), 345–382. https://doi.org/10.1901/jaba.1996.29-345
• Miltenberger, R. G. (2008). Behavior modification: Principles and procedures (4th ed.). Wadsworth.
• Morris, C., & Brand, D. (2022). Assent in behavior analysis: A review of ethical considerations and practical applications. Behavior Analysis in Practice, 15(3), 789–801. https://doi.org/10.1007/s40617-021-00645-w
• O’Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behavior: A practical handbook (2nd ed.). Brooks/Cole.
• Sarokoff, R. A., & Sturmey, P. (2004). The effects of behavioral skills training on staff implementation of discrete-trial teaching. Journal of Applied Behavior Analysis, 37(4), 535–538. https://doi.org/10.1901/jaba.2004.37-535
• Shabani, D. B., & Fisher, W. W. (2006). Stimulus fading and differential reinforcement for the treatment of needle phobia in a youth with autism. Journal of Applied Behavior Analysis, 39(4), 449–452. https://doi.org/10.1901/jaba.2006.44-06
• Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), 351–380. https://doi.org/10.1353/etc.0.0007
• Taylor, B. A., LeBlanc, L. A., & Nosik, M. R. (2019). Compassionate care in behavior analytic treatment: Can outcomes be enhanced by attending to relationships with caregivers? Behavior Analysis in Practice, 12(3), 654–666. https://doi.org/10.1007/s40617-018-00289-3
• Walker, H. M., Ramsey, E., & Gresham, F. M. (2004). Antisocial behavior in school: Evidence-based practices (2nd ed.). Wadsworth.

BACB RBT 40-Hour Training Curriculum (2026): Updated Standards for Entry-Level Practitioners

• Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1(1), 91–97. https://doi.org/10.1901/jaba.1968.1-91
• Bailey, J. S., & Burch, M. R. (2022). Ethics for behavior analysts (4th ed.). Routledge. https://doi.org/10.4324/9781003173120
• Behavior Analyst Certification Board. (2022). Ethics code for behavior analysts. https://www.bacb.com
• Behavior Analyst Certification Board. (2022). Supervisor training curriculum outline (2.0). https://www.bacb.com
• Behavior Analyst Certification Board. (2024). RBT 40-hour training curriculum outline. https://www.bacb.com
• Browder, D. M., Spooner, F., Ahlgrim-Delzell, L., Harris, A. A., & Wakeman, S. (2008). A meta-analysis on teaching mathematics to students with significant cognitive disabilities. Exceptional Children, 74(4), 407–424. https://doi.org/10.1177/001440290807400404
• Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis, 18(2), 111–126. https://doi.org/10.1901/jaba.1985.18-111
• Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson.
• DeLeon, I. G., & Iwata, B. A. (1996). Evaluation of a multiple-stimulus presentation format for assessing reinforcer preferences. Journal of Applied Behavior Analysis, 29(4), 519–533. https://doi.org/10.1901/jaba.1996.29-519
• Fisher, W. W., Piazza, C. C., & Roane, H. S. (Eds.). (2021). Handbook of applied behavior analysis (2nd ed.). Guilford Press.
• Fong, E. H., Catagnus, R. M., Brodhead, M. T., Quigley, S., & Field, S. (2016). Developing cultural awareness in behavior analysis. Behavior Analysis in Practice, 9(3), 279–286. https://doi.org/10.1007/s40617-016-0111-6
• Fuchs, L. S., & Fuchs, D. (2007). A model framework for synthesizing curriculum-based measurement research. Journal of Special Education, 41(1), 47–62. https://doi.org/10.1177/00224669070410010501
• Hagopian, L. P., Fisher, W. W., Sullivan, M. T., Acquisto, J., & LeBlanc, L. A. (1998). Effectiveness of functional communication training with and without extinction and punishment: A summary of 21 inpatient cases. Journal of Applied Behavior Analysis, 31(2), 211–235. https://doi.org/10.1901/jaba.1998.31-211
• 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. https://doi.org/10.1901/jaba.2003.36-147
• Heward, W. L. (1994). Three keys to effective instruction: Active responding, immediate feedback, and distributed practice. In T. E. Scruggs & M. A. Mastropieri (Eds.), Instructional interventions in special education (pp. 1–24). PRO-ED.
• Hintze, J. M., Owen, S. V., Shapiro, E. S., & Daly, E. J. (2002). Direct behavior rating: A promising approach to classroom behavior assessment. School Psychology Review, 31(3), 339–353. https://doi.org/10.1080/02796015.2002.12086160
• 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. https://doi.org/10.1901/jaba.1994.27-197
• Lerman, D. C., & Iwata, B. A. (1996). Developing a technology for the use of operant extinction in clinical settings: An examination of basic and applied research. Journal of Applied Behavior Analysis, 29(3), 345–382. https://doi.org/10.1901/jaba.1996.29-345
• Libby, M. E., Weiss, J. S., Bancroft, S., & Ahearn, W. H. (2008). A comparison of most-to-least and least-to-most prompting on the acquisition of solitary play skills. Behavior Analysis in Practice, 1(1), 37–43. https://doi.org/10.1007/BF03391718
• Miltenberger, R. G. (2016). Behavior modification: Principles and procedures (6th ed.). Cengage Learning.
• National Professional Development Center on Autism Spectrum Disorder. (2015). Evidence-based practices for children, youth, and young adults with autism. Frank Porter Graham Child Development Institute, University of North Carolina.
• O’Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behavior: A practical handbook (2nd ed.). Brooks/Cole.
• Schuster, J. W., & Collins, B. C. (2010). Response prompting and transferring procedures. Woodbine House.
• Stecker, P. M., Fuchs, L. S., & Fuchs, D. (2005). Using curriculum-based measurement to improve student achievement: Review of research. Psychology in the Schools, 42(7), 795–819. https://doi.org/10.1002/pits.20091
• Sundberg, M. L. (2014). Verbal behavior. In J. K. Luiselli & A. J. Fisher (Eds.), The Oxford handbook of behavior analysis and therapy (pp. 211–230). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199760312.013.012
• Sutherland, K. S., & Wehby, P. J. (2000). Increasing opportunities to respond: A literature review and practical recommendations. Behavioral Disorders, 25(3), 185–198. https://doi.org/10.1177/019874290002500302
• Taylor, B. A., LeBlanc, L. A., & Nosik, M. R. (2019). Compassionate care in behavior analytic treatment: Can outcomes be enhanced by attending to relationships with caregivers? Behavior Analysis in Practice, 12(3), 654–666. https://doi.org/10.1007/s40617-018-00289-3
• Walker, G. (2008). Defining prompt and prompt fading: Implications for practice. Teaching Exceptional Children, 40(6), 20–25. https://doi.org/10.1177/004005990804000603
• Wolery, M., Ault, M. J., & Doyle, P. M. (2012). Systematic instruction for students with moderate and severe disabilities (2nd ed.). Paul H. Brookes Publishing.

BCBA Exam Preparation: Aligned to BACB Test Content Outline (6th Edition, 2025)

• Austin, J. (2000). Performance analysis and performance management. In J. Austin & J. E. Carr (Eds.), Handbook of applied behavior analysis (pp. 369–390). Context Press.
• Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1(1), 91–97. https://doi.org/10.1901/jaba.1968.1-91
• Baer, D. M., Wolf, M. M., & Risley, T. R. (1987). Some still-current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 20(4), 313–327. https://doi.org/10.1901/jaba.1987.20-313
• Bailey, J. S., & Burch, M. R. (2022). Ethics for behavior analysts (4th ed.). Routledge. https://doi.org/10.4324/9781003173120
• Barlow, D. H., Nock, M. K., & Hersen, M. (2009). Single case experimental designs: Strategies for studying behavior change (3rd ed.). Pearson.
• Behavior Analyst Certification Board. (2020). BCBA/BCaBA task list (5th ed.). https://www.bacb.com
• Behavior Analyst Certification Board. (2022). BCBA test content outline (6th ed.). https://www.bacb.com/wp-content/bcba-outline-6thEd/
• Behavior Analyst Certification Board. (2022). Ethics code for behavior analysts. https://www.bacb.com
• Behavior Analyst Certification Board. (2022). Supervisor training curriculum outline (2.0). https://www.bacb.com
• Behavior Analyst Certification Board. (2023). BCBA examination content outline. https://www.bacb.com
• Brock, M. E., & Carter, E. W. (2013). Paraprofessional implementation of evidence-based practices for students with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 28(1), 3–14. https://doi.org/10.1177/1088357612466074
• Brock, M. E., & Carter, E. W. (2015). Effects of a professional development package to prepare special education paraprofessionals to implement evidence-based practice. The Journal of Special Education, 49(1), 39–51. https://doi.org/10.1177/0022466913501882
• Brodhead, M. T., Quigley, S. P., & Wilczynski, S. M. (2018). A clinical guide to treatment decisions in behavior analysis: Ethical and effective approaches. Routledge. https://doi.org/10.4324/9781315167167
• Browder, D. M., Spooner, F., Ahlgrim-Delzell, L., Harris, A. A., & Wakeman, S. (2008). A meta-analysis on teaching mathematics to students with significant cognitive disabilities. Exceptional Children, 74(4), 407–424. https://doi.org/10.1177/001440290807400404
• Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis, 18(2), 111–126. https://doi.org/10.1901/jaba.1985.18-111
• Carter, E. W., Lane, K. L., Pierson, M. R., & Glaeser, B. C. (2016). Self-determination skills and opportunities of adolescents with severe intellectual disabilities and autism spectrum disorders. Exceptional Children, 82(3), 311–328. https://doi.org/10.1177/0014402915598780
• Catania, A. C. (2013). Learning (5th ed.). Sloan Publishing.
• Charlop-Christy, M. H., & Carpenter, M. H. (2000). Modified incidental teaching sessions: A procedure for parents to increase spontaneous speech in their children with autism. Journal of Positive Behavior Interventions, 2(2), 98–112. https://doi.org/10.1177/109830070000200204
• Cook, B. G., Tankersley, M., & Landrum, T. J. (2017). Determining evidence-based practices in special education. Exceptional Children, 83(3), 249–266. https://doi.org/10.1177/0014402916678370
• Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson.
• DeLeon, I. G., & Iwata, B. A. (1996). Evaluation of a multiple-stimulus presentation format for assessing reinforcer preferences. Journal of Applied Behavior Analysis, 29(4), 519–533. https://doi.org/10.1901/jaba.1996.29-519
• Dickinson, A. M. (2000). The historical roots of organizational behavior management in the private sector: The 1950s–1980s. Journal of Organizational Behavior Management, 20(3–4), 9–58. https://doi.org/10.1300/J075v20n03_02
• Ellis, A. K., & Lloyd, J. W. (2008). Effects of performance feedback and goal setting on paraprofessional implementation of instructional procedures. Education and Treatment of Children, 31(3), 313–333. https://doi.org/10.1353/etc.0.0015
• Fisher, W. W., Kelley, M. E., & Lomas, J. E. (2020). Visual supports and visual activity schedules. In W. W. Fisher, C. C. Piazza, & H. S. Roane (Eds.), Handbook of applied behavior analysis (2nd ed., pp. 283–302). Guilford Press.
• Fisher, W. W., Piazza, C. C., & Roane, H. S. (Eds.). (2021). Handbook of applied behavior analysis (2nd ed.). Guilford Press.
• Fong, E. H., Catagnus, R. M., Brodhead, M. T., Quigley, S., & Field, S. (2016). Developing cultural awareness in behavior analysis. Behavior Analysis in Practice, 9(3), 279–286. https://doi.org/10.1007/s40617-016-0111-6
• Fuchs, L. S., & Fuchs, D. (2007). A model framework for synthesizing curriculum-based measurement research. Journal of Special Education, 41(1), 47–62. https://doi.org/10.1177/00224669070410010501
• Gast, D. L., & Ledford, J. R. (Eds.). (2014). Single case research methodology: Applications in special education and behavioral sciences (2nd ed.). Routledge.
• Hagopian, L. P., Fisher, W. W., Sullivan, M. T., Acquisto, J., & LeBlanc, L. A. (1998). Effectiveness of functional communication training with and without extinction and punishment: A summary of 21 inpatient cases. Journal of Applied Behavior Analysis, 31(2), 211–235. https://doi.org/10.1901/jaba.1998.31-211
• 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. https://doi.org/10.1901/jaba.2003.36-147
• Heward, W. L. (1994). Three keys to effective instruction: Active responding, immediate feedback, and distributed practice. In T. E. Scruggs & M. A. Mastropieri (Eds.), Instructional interventions in special education (pp. 1–24). PRO-ED.
• Hintze, J. M., Owen, S. V., Shapiro, E. S., & Daly, E. J. (2002). Direct behavior rating: A promising approach to classroom behavior assessment. School Psychology Review, 31(3), 339–353. https://doi.org/10.1080/02796015.2002.12086160
• Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71(2), 165–179. https://doi.org/10.1177/001440290507100203
• 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. https://doi.org/10.1901/jaba.1994.27-197
• Jimenez, B. A., & Kamei, R. K. (2020). Teaching academic skills to students with intellectual disability: A review of evidence-based practices. Journal of Special Education, 54(2), 89–101. https://doi.org/10.1177/0022466919894271
• Kazdin, A. E. (2011). Single-case research designs: Methods for clinical and applied settings (2nd ed.). Oxford University Press.
• Koegel, R. L., & Koegel, L. K. (2019). Pivotal response treatment for autism spectrum disorders (2nd ed.). Paul H. Brookes Publishing.
• Kratochwill, T. R., Hitchcock, J., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M., & Shadish, W. R. (2010). Single-case designs technical documentation. What Works Clearinghouse. https://ies.ed.gov/ncee/wwc/Docs/ReferenceResources/wwc_scd.pdf
• LeBlanc, L. A., & Gillis, J. M. (2020). Ethical considerations in supervision and training. In W. W. Fisher, C. C. Piazza, & H. S. Roane (Eds.), Handbook of applied behavior analysis (2nd ed., pp. 567–584). Guilford Press.
• Lerman, D. C., & Iwata, B. A. (1996). Developing a technology for the use of operant extinction in clinical settings: An examination of basic and applied research. Journal of Applied Behavior Analysis, 29(3), 345–382. https://doi.org/10.1901/jaba.1996.29-345
• Libby, M. E., Weiss, J. S., Bancroft, S., & Ahearn, W. H. (2008). A comparison of most-to-least and least-to-most prompting on the acquisition of solitary play skills. Behavior Analysis in Practice, 1(1), 37–43. https://doi.org/10.1007/BF03391718
• Michael, J. (1982). Distinguishing between discriminative and motivational functions of stimuli. Journal of the Experimental Analysis of Behavior, 37(1), 149–155. https://doi.org/10.1901/jeab.1982.37-149
• Michael, J. (1993). Establishing operations. The Behavior Analyst, 16(2), 191–206. https://doi.org/10.1007/BF03392623
• Miltenberger, R. G. (2016). Behavior modification: Principles and procedures (6th ed.). Cengage Learning.
• Moore, J. (2008). Conceptual foundations of radical behaviorism. Sloan Publishing.
• National Professional Development Center on Autism Spectrum Disorder. (2015). Evidence-based practices for children, youth, and young adults with autism. Frank Porter Graham Child Development Institute, University of North Carolina.
• O’Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behavior: A practical handbook (2nd ed.). Brooks/Cole.
• Roane, H. S., Lerman, D. C., & Vorndran, C. M. (2001). Assessing reinforcers under progressive-ratio and concurrent schedules. Journal of Applied Behavior Analysis, 34(2), 145–160. https://doi.org/10.1901/jaba.2001.34-145
• Sarokoff, R. A., & Sturmey, P. (2004). The effects of behavioral skills training on staff implementation of discrete-trial teaching. Journal of Applied Behavior Analysis, 37(4), 535–538. https://doi.org/10.1901/jaba.2004.37-535
• Schuster, J. W., & Collins, B. C. (2010). Response prompting and transferring procedures. Woodbine House.
• Skinner, B. F. (1957). Verbal behavior. Appleton-Century-Crofts.
• Skinner, B. F. (1974). About behaviorism. Knopf.
• Spooner, F., Browder, D. M., & Mims, P. J. (2010). Evidence-based practice in teaching academics to students with severe disabilities. Research and Practice for Persons with Severe Disabilities, 35(3–4), 159–167. https://doi.org/10.2511/027494810805652685
• Staddon, J. (2001). The new behaviorism: Mind, mechanism, and society. Psychology Press.
• Stecker, P. M., Fuchs, L. S., & Fuchs, D. (2005). Using curriculum-based measurement to improve student achievement: Review of research. Psychology in the Schools, 42(7), 795–819. https://doi.org/10.1002/pits.20091
• Stokes, T. F., & Baer, D. M. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis, 10(2), 349–367. https://doi.org/10.1901/jaba.1977.10-349
• Sugai, G., & Horner, R. H. (2009). Responsiveness-to-intervention and school-wide positive behavior supports: Integration of multi-tiered system approaches. Exceptionality, 17(4), 223–237. https://doi.org/10.1080/09362830903235375
• Sulzer-Azaroff, B., & Mayer, G. R. (1991). Behavior analysis for lasting change. Holt, Rinehart & Winston.
• Sundberg, M. L. (2014). Verbal behavior. In J. K. Luiselli & A. J. Fisher (Eds.), The Oxford handbook of behavior analysis and therapy (pp. 211–230). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199760312.013.012
• Sutherland, K. S., & Wehby, P. J. (2000). Increasing opportunities to respond: A literature review and practical recommendations. Behavioral Disorders, 25(3), 185–198. https://doi.org/10.1177/019874290002500302
• Taylor, B. A., & Harris, S. L. (1995). Teaching children with autism to seek information: Acquisition of novel information and generalization of responding. Journal of Applied Behavior Analysis, 28(1), 3–14. https://doi.org/10.1901/jaba.1995.28-3
• Taylor, B. A., LeBlanc, L. A., & Nosik, M. R. (2019). Compassionate care in behavior analytic treatment: Can outcomes be enhanced by attending to relationships with caregivers? Behavior Analysis in Practice, 12(3), 654–666. https://doi.org/10.1007/s40617-018-00289-3
• Watkins, C. L., & Pacheco, M. (2000). Behavioral performance management in educational settings. In J. Austin & J. E. Carr (Eds.), Handbook of applied behavior analysis (pp. 391–414). Context Press.
• What Works Clearinghouse. (2020). Standards handbook (Version 4.1). Institute of Education Sciences. https://ies.ed.gov/ncee/wwc/Docs/ReferenceResources/wwc_standards_handbook_v4.1_508.pdf
• Wolery, M., Ault, M. J., & Doyle, P. M. (2012). Systematic instruction for students with moderate and severe disabilities (2nd ed.). Paul H. Brookes Publishing.
• Zelazo, P. D., & Müller, U. (2010). Executive function in typical and atypical development. In U. Goswami (Ed.), The Wiley-Blackwell handbook of childhood cognitive development (2nd ed., pp. 574–603). Wiley-Blackwell.

BxM Paraprofessional Curriculum Framework

ABA-Aligned, School-Based, IDEA-Safe, Role-Protected

• Bailey, J. S., & Burch, M. R. (2022). Ethics for behavior analysts (4th ed.). Routledge. https://doi.org/10.4324/9781003173120
• Brock, M. E., & Carter, E. W. (2013). Paraprofessional implementation of evidence-based practices for students with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 28(1), 3–14. https://doi.org/10.1177/1088357612466074
• Brock, M. E., & Carter, E. W. (2015). Effects of a professional development package to prepare special education paraprofessionals to implement evidence-based practice. The Journal of Special Education, 49(1), 39–51. https://doi.org/10.1177/0022466913501882
• Brodhead, M. T., Higbee, T. S., & Gerow, S. (2021). Promoting independence in children with autism spectrum disorder: A review of prompt fading procedures. Behavior Analysis in Practice, 14(2), 456–470. https://doi.org/10.1007/s40617-020-00498-5
• Brodhead, M. T., Quigley, S. P., & Wilczynski, S. M. (2018). A clinical guide to treatment decisions in behavior analysis: Ethical and effective approaches. Routledge. https://doi.org/10.4324/9781315167167
• Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis, 18(2), 111–126. https://doi.org/10.1901/jaba.1985.18-111
• Carter, E. W., Lane, K. L., Pierson, M. R., & Glaeser, B. C. (2016). Self-determination skills and opportunities of adolescents with severe intellectual disabilities and autism spectrum disorders. Exceptional Children, 82(3), 311–328. https://doi.org/10.1177/0014402915598780
• Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson.
• Fisher, W. W., Kelley, M. E., & Lomas, J. E. (2020). Visual supports and visual activity schedules. In W. W. Fisher, C. C. Piazza, & H. S. Roane (Eds.), Handbook of applied behavior analysis (2nd ed., pp. 283–302). Guilford Press.
• Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation research: A synthesis of the literature. University of South Florida, Louis de la Parte Institute.
• Fong, E. H., Catagnus, R. M., Brodhead, M. T., Quigley, S., & Field, S. (2016). Developing cultural awareness in behavior analysis. Behavior Analysis in Practice, 9(3), 279–286. https://doi.org/10.1007/s40617-016-0111-6
• Fuchs, D., Fuchs, L. S., & Stecker, P. M. (2010). The “blurring” of special education in a new continuum of general education placements and services. Exceptional Children, 76(3), 301–323. https://doi.org/10.1177/001440291007600304
• Giangreco, M. F. (2010). One-to-one paraprofessionals for students with disabilities in inclusive classrooms: Is conventional wisdom wrong? Intellectual and Developmental Disabilities, 48(1), 1–13. https://doi.org/10.1352/1934-9556-48.1.1
• Giangreco, M. F., Doyle, M. B., & Suter, J. C. (2012). Paraprofessionals in inclusive schools: A review of recent research. Journal of Educational and Psychological Consultation, 22(1–2), 41–59. https://doi.org/10.1080/10474412.2011.649650
• Giangreco, M. F., Suter, J. C., & Doyle, M. B. (2010). Paraprofessional support in inclusive classrooms: A review of the literature. Research and Practice for Persons with Severe Disabilities, 35(3–4), 133–145. https://doi.org/10.2511/027494810805652676
• 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. https://doi.org/10.1901/jaba.2003.36-147
• Hintze, J. M., Owen, S. V., Shapiro, E. S., & Daly, E. J. (2002). Direct behavior rating: A promising approach to classroom behavior assessment. School Psychology Review, 31(3), 339–353. https://doi.org/10.1080/02796015.2002.12086160
• 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. https://doi.org/10.1901/jaba.1994.27-197
• Joyce, B., & Showers, B. (2002). Student achievement through staff development (3rd ed.). ASCD.
• Klingner, J. K., & Vaughn, S. (1996). Reciprocal teaching of reading comprehension strategies for students with learning disabilities who use English as a second language. The Elementary School Journal, 96(3), 275–293. https://doi.org/10.1086/461828
• Libby, M. E., Weiss, J. S., Bancroft, S., & Ahearn, W. H. (2008). A comparison of most-to-least and least-to-most prompting on the acquisition of solitary play skills. Behavior Analysis in Practice, 1(1), 37–43. https://doi.org/10.1007/BF03391718
• McLeskey, J., Barringer, M.-D., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., Lewis, T., Maheady, L., Rodríguez, J., Scheeler, M. C., Winn, J., & Ziegler, D. (2017). High-leverage practices in special education. Council for Exceptional Children & CEEDAR Center. https://highleveragepractices.org
• Miltenberger, R. G. (2008). Behavior modification: Principles and procedures (4th ed.). Wadsworth.
• Miltenberger, R. G. (2016). Behavior modification: Principles and procedures (6th ed.). Cengage Learning.
• Sarokoff, R. A., & Sturmey, P. (2004). The effects of behavioral skills training on staff implementation of discrete-trial teaching. Journal of Applied Behavior Analysis, 37(4), 535–538. https://doi.org/10.1901/jaba.2004.37-535
• Schuster, J. W., & Collins, B. C. (2010). Response prompting and transferring procedures. Woodbine House.
• Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), 351–380. https://doi.org/10.1353/etc.0.0007
• Stecker, P. M., Fuchs, L. S., & Fuchs, D. (2005). Using curriculum-based measurement to improve student achievement: Review of research. Psychology in the Schools, 42(7), 795–819. https://doi.org/10.1002/pits.20091
• Sutherland, K. S., & Wehby, P. J. (2000). Increasing opportunities to respond: A literature review and practical recommendations. Behavioral Disorders, 25(3), 185–198. https://doi.org/10.1177/019874290002500302
• Suter, J. C., & Giangreco, M. F. (2009). Numbers that count: Updates on special education and related service personnel. Exceptional Children, 75(4), 469–486. https://doi.org/10.1177/001440290907500405
• Taylor, B. A., LeBlanc, L. A., & Nosik, M. R. (2019). Compassionate care in behavior analytic treatment: Can outcomes be enhanced by attending to relationships with caregivers? Behavior Analysis in Practice, 12(3), 654–666. https://doi.org/10.1007/s40617-018-00289-3
• Walker, G. (2008). Defining prompt and prompt fading: Implications for practice. Teaching Exceptional Children, 40(6), 20–25. https://doi.org/10.1177/004005990804000603
• Walker, H. M., Ramsey, E., & Gresham, F. M. (2004). Antisocial behavior in school: Evidence-based practices (2nd ed.). Wadsworth.
• Wolery, M., Ault, M. J., & Doyle, P. M. (2012). Systematic instruction for students with moderate and severe disabilities (2nd ed.). Paul H. Brookes Publishing.

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All bibliographies formatted in APA 7th edition. DOIs and URLs verified for accessibility. Sources include foundational ABA textbooks, peer-reviewed journal articles, official BACB documents, and regulatory frameworks aligned to each course’s learning objectives and target audience.