期刊名称：EDUCATION AND TREATMENT OF CHILDREN ISSN： 0748-8491 出版频率： Quarterly 出版社： SPRINGERNATURE, CAMPUS, 4 CRINAN ST, LONDON, ENGLAND, N1 9XW   出版社网址： http://wvupressonline.com/ 期刊网址： http://wvupressonline.com/journals/etc 影响因子： 0.485(2015年) 0.773(2014年) 主题范畴： EDUCATION, SPECIAL;    REHABILITATION 变更情况： Newly Added by 2014 期刊简介(About the journal)    投稿须知(Instructions to Authors)    编辑部信息(Editorial Board)    About the journal Education and Treatment of Children Editor: Dr. Bernie Fabry E-ISSN: 0748-8491 Frequency: Quarterly Education and Treatment of Children is an important journal for researchers, educators, and clinical practitioners, as well as graduate students and others with a professional interest in the development of children and youth and a mission to improve teaching, training, and treatment effectiveness. The contents include experimental studies, literature reviews, data-based case studies, and book reviews. Education and Treatment of Children (ETC) is devoted to the dissemination of information concerning the development of services for children and youth. A primary criterion for publication is that material be of direct value to educators and other child care professionals in improving their teaching/training effectiveness. Instructions to Authors Submission Guidelines Education and Treatment of Children (ETC) is devoted to the dissemination of information concerning the development of services for children and youth. A Primary criterion for publication is that the material be of direct value to educators and other child care professionals in improving their teaching/training effectiveness. Therefore, authors are required to compose their manuscripts in a clear, concise style that will be readily understood by the practitioners who are likely to make use of the information. Materials appropriate for publication include experimental research, data based case studies, research reviews, procedure or program descriptions, issue-oriented papers, and brief communications and inquiries. Non-experimental papers should emphasize the manner, in which the described procedure, program, or issues relates to the,practical concerns of professionals in the field. Experimental studies,should demonstrate usefulness of the described procedure, adequacy, of the data in showing a functional relationship between the procedures and observed behavior changes, and evidence that measures taken were reliable. ETC utilizes a broad base of researchers, educators, practitioners, and graduate students in the editorial review process. Experimental Studies Manuscripts that document a clear functional relationship between procedures used and behavior changes observed will be considered for publication in the Studies section of ETC. Replications are welcome, especially when the original study has been published in a source that is unlikely to come to the attention of the practitioners who would use the procedures in their work or when the replication includes some change in the procedures, population, or setting for the study. Original research studies that investigate procedures of use to practitioners are also welcome. Potential usefulness of the procedures, behavior changes of magnitudes that have practical implications, accuracy of the data, and clarity of the presentation for practitioners are the criteria used by our reviewers when judging an experimental study manuscript’s suitability for publication in ETC. Data-Based Case Studies Manuscripts that meet the following will be considered for publication in the data based case Studies section of ETC. The minimum requirements are: (1) a demonstration of direct, quantitative measurement of specific client behaviors repeated over time that guided the clinical and/or educational decision making reported in the study; and (2) a contribution to advancing teaching/training/treatment effectiveness by serving as (a) a sources of ideas and hypotheses for further research, (b) a source of developing teaching/training techniques, such as a study of rare phenomenon, (c) a counterinstance for notions that are considered to be universally applicable, or (d) persuasive and motivational (see ETC, 22(2), for references). Replications in real-life situations of procedures developed under rigorous research protocols are welcome, especially when the original study was a highly controlled experiment. Also, data based case studies that highlight efficient and effective means to collect data that guide treatment/teaching will be accepted. Reviews of the Literature Reviews should be focused on the implications of the results of studies for practitioners whose clients may benefit from the procedures described by the literature. Reviews need not be comprehensive as long as the literature not included would in no way alter the implications for practice described by the review. The style, format, and organization should be such that practitioners will clearly understand what is being presented. It is important to caution practitioners about the limitations of the implications for practice drawn from the research literature. This may include discussions of legal, ethical, scientific, and logistical limitations and associated issues. Program Descriptions It is important for practitioners and program managers to know what resources will be required to successfully implement programs or procedures that have been useful to others. ETC publishes such program or procedure descriptions when reviewers indicate that the description clearly communicates this information. This typically means that the manuscript includes an introduction that identifies a framework into which the program fits, or a rationale for the program’s operation; basic information regarding the geographic area served and the program location, accessibility, funding sources, etc; a clear description of the clients served; the number, types, and training of staff who implemented the program; details of the actual operation of the program; documentation of program successes; and discusses any and all aspects of the program that will allow the readers to determine the feasibility and desirability of implementing the program or procedures in their settings. Forum Articles Papers for the Forum section of ETC will generally be discussions of legal, ethical, and other issue important to persons working with children; discussions and/or descriptions of methods and techniques that provide information directly applicable to the assessment, treatment, and evaluation of services for children; descriptions of guidelines or criteria useful in planning and implementing assessment, treatment, and evaluation programs for children; behavior analyses of situations relevant to the education and treatment of children; theoretical papers that focus on the potential applications of the position taken; or requests for information or materials related to the education and treatment of children. It is difficult to describe a set of specific review criteria that are appropriate for the wide variety of manuscripts that can be considered for the Forum section of ETC. In general, Forum manuscripts will be reviewed to determine if the manuscript provides information that can be directly applied to the education and treatment of children; addresses an issue or problem that affects a large population of children, professionals, or parents; clearly and cogently makes its points; considers all of the critical information relevant to the topic; and adds to our knowledge regarding the education and treatment of children. Book Reviews The goal of a book review is to provide sufficient information for the reader to make an informed decision regarding their interest in obtaining and reading the book. To accomplish that goal, the reviewer must provide identifying information, a description of the book’s purpose and content, and evaluative comments regarding the adequacy and completeness of the material covered. In general, a relatively complete review will require two to five double-spaced, typed pages. General Issues in the Reviewing Process The publication of data-based studies in ETC is intended to provide those involved in the education and treatment of children with useful empirical information. The editorial review process is designed to identify such information in the manuscripts that are submitted for review. The accuracy and clarity of the useful information is shaped by the review process with the result that the investigator’s efforts are recognized by the publication of an article that is of interest to some or all of our readers. The editorial review process articulates what is useful, accurate, and clearly communicated in each manuscript. It also identifies what is not useful, accurate and/or clearly communicated. Finally, the review process determines whether or not a given manuscript is ready to be published, can be revised so that it will be publishable, or cannot be revised so that it is publishable. The usefulness of information contained in a manuscript is a judgment made by reviewers who have dealt with similar problem in similar settings. They are asked to determine whether or not the procedures used would be feasible for others to use and whether or not the results produced justify the effort required. Researchers who are familiar with available methodology judge the accuracy of the information presented. They are asked to determine whether or not measurement procedures were used that will give readers confidence that the data reflect the behaviors that occurred. In addition, they indicate whether or not the conditions under which the data were collected in combination with the results obtained are sufficient to assure readers that the procedures employed were responsible for the changes in behaviors that were observed. Reviewers are also asked to comment on the clarity of the presentation and to provide suggestions to the authors that will improve the readability of the manuscript. Only infrequently does a manuscript fully satisfy all the criteria when it s submitted. More frequently manuscripts are improved by the interactions among reviewers, an associate editor, and editor, and the authors as they pass through the editorial review process. Of ten the improvement of a manuscript results in it meeting the publication criteria and it is ultimately published. Sometimes manuscripts cannot be or are not improved sot that they meet the criteria and they are not published. Submit an Article Materials appropriate for publication include original experimental research, data-based case studies, research reviews, procedure or program descriptions, issue-oriented papers, and brief communications and inquiries. Nonexperimental papers should emphasize the manner in which the described procedure, program, or issue relates to the practical concerns of professionals in the field. Experimental studies should demonstrate usefulness of the described procedure, adequacy of the data in showing a functional relationship between the procedures and observed behavioral changes, and evidence that measures taken were reliable. ETC utilizes a broad base of researchers, educators, practitioners, and graduate students in the editorial review process. Authors should submit electronic copies of their manuscripts in either Microsoft Word or Adobe PDF format as e-mail attachments to Bernie Fabry, Ph.D. BCBA, Managing Editor, ETC.  Manuscripts should include a 100- to 150-word abstract. Figures must be camera-ready. Manuscripts should adhere to the format presented in the Publication Manual of the American Psychological Association (5th Ed.) and follow the above guidelines. Manuscripts are submitted to: Bernie Fabry, Ph.D., Managing Editor, ETC Western Psychiatric Institute & Clinic UPMC, 4th Floor Franklin Building, 1011 Bingham Street Pittsburgh, Pennsylvania 15203-1101. Electronic submissions are encouraged. E-mail BDFabry@aol.com. Editorial Board 2015 (Revised December, 2014) EDITORS Senior Editor David J. Hansen University of Nebraska Department of Psychology University of Nebraska - Lincoln Lincoln, NE 68588-0308 402.472.2619 dhansen1@unl.edu Senior Editor Stephanie M. Peterson Western Michigan University College of Arts and Sciences Department of Psychology Western Michigan University 3522 Wood Hall Kalamazoo, MI 49008-5439 269.387.4479 stephanie.peterson@wmich.edu Senior Editor Emeritus Daniel E. Hursh West Virginia University Department of Technololgy, Learning, and Culture College of Human Resources and Education West Virginia University P. O. Box 6122 Morgantown, WV 26506 Data-Based Case Study & Managing Editor Bernie Fabry University of Pittsburgh University of Pittsburgh 412.367.4087 bdfabry@aim.com bernie.fabry@gmail.com Forum Editor Larry Maheady Buffalo State College Exceptional Education Buffalo State College 1300 Elmwood Avenue Buffalo, New York 14222 716.878.3836 maheadlj@buffalostate.edu Literature Review Editor Linda A. LeBlanc Trumpet Behavioral Health Trumpet Behavioral Health 390 Union Blvd #300 Lakewood, CO  80228 303.989.8169 x105 lleblanc@tbh.com Program Description Editor Douglas W. Nangle University of Maine Department of Psychology University of Maine Orono, ME 04469-5742 207.581.2045 Doug_Nangle@umit.maine.edu Book Review Editor Lloyd Peterson COMPASS LLC COMPASS LLC 11583 S. 8th Street Schoolcraft, MI 49087 435.213.0727 lpeterson@behavior.pro Editor, Teacher Educators for Children with Behavior Disorders Conference Issue Sarup R. Mathur Arizona State University Arizona State University College of Education Curriculum and Instruction P.O. Box 872011 Tempe, AZ 85287-2011 480.965.6893 sarup.mathur@asu.edu Senior Editorial Policy Consultant R. F. Dickie California University of Pennsylvania Department of Special Education California University of Pennsylvania California, PA 15419 Editorial Assistants Yannick A. Schenk, M.S. Sean Field, M.S. Western Michigan University Department of Psychology Western Michigan University Mail Stop 5439 3522 Wood Hall Kalamazoo, MI 49008-5439 yannick.a.schenk@wmich.edu seanfield84@gmail.com ASSOCIATE EDITORS Key words reflect areas of interest, expertise, specialization Kevin J. Filter Minnesota State University Department of Psychology - AH 23 Minnesota State University Mankato, MN 56001 507.389.5828 kevin.filter@mnsu.edu School-wide Positive Behavior Support Functional dehavioral assessment Prevention strategies Sustainability Systems theory Single subject designs Behavior interventions Prosocial behavior Michael B. Himle University of Utah Department of Psychology University of Utah 380 S. 1530 E. Room 502 Salt Lake City, UT 84112 801.581.7529 michael.himle@utah.edu Habit & repetitive behavior Disorders Anxiety disorders Disruptive & aggressive behavior Behavior Therapy/Cognitive-Behavior Therapy Child Clinical Psychology Pervasive Developmental Disorders Applied Behavior Analysis Single ubject research design Function-based assessment & treatment Kristine Jolivette Georgia State University Educational Psychology & Special Education P.O. Box 3979 Georgia State University Atlanta, GA 30302-3979 404.413.8331 kjolivette@gsu.edu Emotional and behavioral disorders Functional behavioral assessment Behavioral intervention plans Positive behavior supports Choice-making Classroom-based behavior management Academic instructional interventions Single-subject research designs Juvenile Justice & reading strategies Benjamin Lignugaris/Kraft Utah State University Utah State University Department of Special Education and Rehabilitation 2865 Old Main Hill Logan, Utah 84322-2865 435.797.2382 lig@cc.usu.edu Teacher education Classroom based interventions Social skills training Functional behavior assessment Direct instruction Effective instructional practices Behavior analysis Technology applications in the classroom Distance education Ya-yu Lo University of North Carolina at Charlotte Department of Special Education & Child Development University of North Carolina at Charlotte 9201 University City Boulevard Charlotte, NC 28223 704.687.8716 ylo1@uncc.edu Emotional/behavioral disorders Social skill instruction Positive behavior support Functional behavioral assessment Applied behavior analysis Single subject research Effective academic & behavioral interventions Ronald Martella Eastern Washington University Department of Counseling, Educational, and Developmental Psychology Martin Hall 135 Eastern Washington University Cheney, WA 99004 509.359.6196 rcmartella@gmail.com Behavior management Functional assessment Students with disabilities Self management Positive Behavior Support Effective instructional approaches Applied Behavior Analysis Michael E. May Southern Illinois University Department of Special Education Mailcode 4618, Wham Education Building Southern Illinois University at Carbondale Carbondale, IL. 62901 618.453.6916 mayme@siu.edu Behavioral assessment Positive Behavior Support Severe Behavior Problems Effective Classroom Intervention Single-subject methodology Intellectual disabilities Evidence Based Residential Treatment Transition Andrea P. McDonnell University of Utah University of Utah Department of Special Education 1705 E. Campus Center Drive, Rm. 221 Salt Lake City, UT 84112 801.581.3318 Amcdonnell@ed.utah.edu Early childhood special education Inclusion Naturalistic interventions Embedded instruction Collaborative planning Early intervention and preschool Partnerships with families Severe disabilities Single subject designs Qualitative designst Katherine J. Mitchem California University of Pennsylvania California University of Pennsylvania 250 University Avenue California, PA 15419 mitchem_k@calu.edu Research-to-practice gap Self management School-based functional behavior assessment Self-management Feasibility, acceptability issues Training and staff development School wide discipline Preventing emotional/behavioral disorders David Reitman Nova Southeastern University Center for Psychological Studies Nova Southeastern University 3301 College Avenue Fort Lauderdale, FL 33314 954.262.5717 reitmand@nova.edu Parenting ADHD Behavior analysis Rewards/motivation EDITORIAL REVIEW BOARD Key words reflect areas of interest, expertise, specialization R. Allan Allday University of Kentucky Early Childhood, Special Education, and Rehabilitation Counseling University of Kentucky 229 Taylor Education Building Lexington, KY 40506-0001 859-257-0722 Allan.allday@uky.edu Classroom and behavior management Applied behavior analysis Emotional/behavioral disorders Classroom-based behavioral interventions Positive behavior supports Single-subject research International special education Shiri Ayvazo David Yellin College Behavioral Disorders Program David Yellin College 7 Maagal Beit Hamidrash, Beit Hakerem Jerusalem, Israel, 91035 +972-54-244-9644 shiri-ay@dyellin.ac.il Applied behavior analysis Single Subject Research Classroom-based interventions Emotional and behavioral disorders Social skills Self-management Classroom management Peer tutoring Teacher training Teacher education Jennifer L. Austin University of Glamorgan School of Psychology University of Glamorgan Pontypridd CF37 1DL United Kingdom +44 01443 483724 jlaustin@glam.ac.uk Emotional and behavioral disorders School-based functional assessment and intervention Classroom management Teacher training University instruction Daniel M. Bagner Florida International University Department of Psychology Florida International University 11200 S.W. 8th St., HLS I, Room 241 Miami, FL 33199 305.348.7548 dbagner@fiu.edu Early childhood Behavior problems Developmental delay Parenting Evidence-based treatment and prevention John C. Borrero University of Maryland, Baltimore County Department of Psychology University of Maryland, Baltimore County 1000 Hilltop Circle Campus Office: MP 337 Campus Laboratory: SH 407A Baltimore, MD 21250 410.455.2326 jborrero@umbc.edu Behavioral assessment Reinforcer assessment Positive Behavior Support Sequential analysis Single-subject methodology Intellectual disabilities Christopher Campbell University of Oklahoma Health Sciences Center Center on Child Abuse & Neglect / Child Study Center University of Oklahoma Health Sciences Center 940 NE 13th Street 4th Floor Nicholson Tower, Suite 4900 Oklahoma City, OK 73104 405.271.5700, Ext. 42107 Christopher-Campbell@ouhsc.edu Child maltreatment Child/adolescent sexual behavior problems Externalizing behaviors School-based interventions Teacher training Community-based research Behavioral parent training interventions Steven W. Evans Ohio University Center for Intervention Research in Schools Department of Psychology Ohio University Athens, Ohio 45701 740.593.2186 evanss3@ohio.edu School mental health ADHD Adolescents Middle and High Schools Emotional and behavioral disorders Intervention development & evaluation research Christopher A. Flessner Kent State University Department of Psychology Kent State University Kent Hall, Rm 325 Kent, OH 44242 330.672.2236 cflessne@kent.edu Anxiety disorders Obsessive-compulsive and related disorders Body-focused repetitive behaviors Behavior therapy/cognitive behavior therapy Clinical child psychology Parenting practices/family functioning Quantitative methods Function-based assessment and treatment Applied behavior analysis Jessica E. Frieder Western Michigan University Western Michigan University Department of Psychology 3748 Wood Hall 1903 W. Michigan Avenue Kalamazoo, MI 49008-5439 269.387.4495 jessica.frieder@wmich.edu Applied Behavior Analysis Classroom based interventions Developmental Disabilities/Autism Emotional impairment/severe emotional disturbance Functional Assessment Language based interventions Self-management Severe Problem Behaviors Single Subject Research Designs Social skills instruction Teacher/practitioner training Rachel L. Grover Loyola University in Maryland 4501 North Charles Street Baltimore, MD 21210-2699 410.617.2452 rlgrover@loyola.edu Social skills interventions Social problem solving Child anxiety Behavioral assessment Evidence-based treatment Learning Disabilities Gregory P. Hanley Western New England College Psychology Department Western New England College 1215 Wilbraham Road Springfield, MA 01119 413.796.2367 ghanley@wne.edu Behavioral assessment Class-wide intervention Early childhood education Evidence-based values Functional assessment Problem behavior prevention Sleep problems Gregory F. Harper State University of NY - Fredonia 1904 Alexandria Drive Lexington KY 40504-3108 859.368.9135 gregory.harper@fredonia.edu Peer mediated learning Cooperative learning Teacher education Behavior management Classroom-based interventions Hannah Hoch REED Academy REED Academy 85 Summit Ave Garfield, NJ 02026 973.772.1188 ch1hoch@gmail.com Autism Functional Behavior Assessment Language & Social Skills Intervention Early Intensive Behavioral Intervention Joint Attention Theodore A. Hoch George Mason University George Mason University College of Education and Human Development MSN 1F2 4400 University Drive Fairfax, Virginia 22030 703.987.8928 tedhoch@ymail.com Applied behavior analysis Functional analysis and functional assessment Pediatric feeding disorders Preference assessment Establishing operations Family therapy Solution-focused therapy Assessing efficacy of medication interventions Stephen Hupp Southern Illinois University Edwardsville Clinical Child and School Psychology Program Department of Psychology Southern Illinois University Edwardsville Alumni Hall, 1121 Edwardsville, IL 62026-1121 618.650.3280 sthupp@siue.edu Clinical child psychology Parenting Prevention Pseudoscience Kalie R. Kossar CaliforniaUniversity of Pennsylvania Department of Special Education California University of Pennsylvania 101 Keystone Education Building Box 66 California, PA 724.938.4982 kossar@calu.edu Applied Behavior Analysis Teacher preparation Mild/Moderate Disabilities Assessment Response to Intervention Evidence-based interventions Behavioral and academic interventions Douglas E. Kostewicz University of Pittsburgh Department of Instruction and Learning University of Pittsburgh 5162 Posvar Hall Pittsburgh, PA 15260 412.648.7113 dekostr@pitt.edu Single-Subject Research Design Applied Behavior Analysis Academic and behavioral interventions Precision Teaching Emotional and behavioral Disorders Classroom management Eric Landers Georgia Southern University Department of Teaching and Learning Georgia Southern University P.O. Box 8134 Statesboro, GA 30460 912.478.5203 ericlanders@georgiasouthern.edu Emotional and behavioral Disorders School-wide Positive Behavior Support Systems change Effective instructional practices Intervention research Classroom management strategies Kathleen Lynne Lane University of Kansas Department of Special Education 1122 West Campus Road JRP Room 541 University of Kansas Lawrence, KS 66045 785.864.9630 Kathleen.Lane@ku.edu School-based intervention research Emotional and behavioral disorders Prevention James K. Luiselli May Institute May Institute 41 Pacella Park Drive Randolph, Ma 02368 781.437.1205 jluiselli@mayinstitute.org Behavior disorders School consultation Single-case research design Developmental disabilities ADHD Child psychiatric disorders Nancy Marchand-Martella Eastern Washington University Department of Counseling, Educational, and Developmental Psychology Martin Hall 135 Eastern Washington University Cheney, WA 99004 509.359.2824 marchandmartella@gmail.com Direct instruction Effective instructional practices Students with disabilities Curricular programs Academic remediation Adolescent literacy Michael R. Mayton West Virginia University Department of Special Education West Virginia University 508-C Allen Hall P.O. Box 6122 Morgantown, WV 26506-6122 304.293;4382 michael.mayton@mail.wvu.edu Developmental disabilities Applied Behavior Analysis Single case research design Behavioral intervention in schools Rebecca B. McCathren University of Missouri Department of Early Childhood and Elementary Education Special Education Program 311C Townsend Hall University of Missouri Columbia, MO 65211 573.882.5764  McCathrenR@missouri.edu Autism Early child education Early childhood special education Early intervention Communication and language development and intervention Jennifer J. McComas The University of Minnesota Special Education & Educational Psychology The University of Minnesota 347 Education Sciences Building 56 River Road East Minneapolis, MN 55455 612.624.5854 jmccomas@umn.edu Single subject design Applied behavior analysis Functional behavior assessment Function-based support Academic interventions Emotional behavior disorders Learning and behavior problems Challenging behavior Harvey Melnick Falmouth, Maine 27 Leighton Road Falmouth, ME 04105 auccoaching@gmail.com Gestalt Parent Coaching Learning style's impact on behavior Behavioral correlates of Learning Disability Systemic and ecological interventions Early preschool intervention Communication Theory Autism Spectrum Disorder Public school reform Breda V. O'Keefe University of Utah Department of Spcial Education University of Utah 1721 Campus Center Drive SAEC Room 2294 Salt Lake City, Utah 84112 breda.okeefe@utah.edu Behavior analysis Teacher education Culturally and linguistically diverse populations Direct Instruction Elementary literacy Evidence-based practices Learning Disabilitiies Joshua Plavnick Michigan State University Department of Counseling, Educational Psychology, & Special Education Michigan State University 620 Farm Lane, #341 East Lansing, MI. 48824 517.432.8346 plavnick@msu.edu Applied behavior analysis Single subject design Autism Social skills Video modeling Observational learning Technology-based interventions Direct instruction Lisa A. Rafferty State University of New York College at Buffalo State University of New York College at Buffalo Exceptional Education Department Ketchum Hall, Room 216 1300 Elmwood Avenue Buffalo, NY 14222 716.878.5311 rafferla@buffalostate.edu Emotional and/or behavioral disabilities Self-management of academic and social behaviors Behavioral interventions Cognitive-behavioral interventions Single subject research designs Functional behavioral assessments and behavior intervention plans Formative evaluation procedures John T. Rapp Auburn University Department of Psychology Auburn University Auburn, AL 36849 334.844.6668 jtr0014@auburn.edu Automatically reinforced behavior Stereotypy Assessment and treatment of problem behavior Functional assessment Discontinuous recording methods Sharon A. Reeve Caldwell College 120 Bloomfield Avenue Caldwell, NJ 07006 973.618.3315 SReeve@caldwell.edu Applied behavior analysis Developmental disabilities/autism Single subject research designs Social skills instruction Video modeling Technology-based interventions David M. Richman Texas Tech University Department of Educational Psychology and Leadership Texas Tech University 3008 18th Street Room 368 (TTU Mailstop 1071) Lubbock, TX 79409-1071 806.834.4960 d.richman@ttu.edu Applied behavior analysis Emotional and behavioraldDisorders Functional behavioral assessment Behavioral iIntervention plans Classroom-based behavior management Single-subject research designs Parenting stress and familial quality of life Applied Behavior Analysis Prevention and early intervention Challenging behavior Joel E. Ringdahl Southern Illinois University at Carbondale Southern Illinois University at Carbondale Carbondale, IL. 6290 joelringdahl@siu.edu Applied behavior analysis Functional analysis Function-based treatment Developmental disabilities Preference/Reinforcer assessment Tina M. Sidener Caldwell College Department of Applied Behavior Analysis 120 Bloomfield Avenue Caldwell, NJ 07006 973.618.3539 TSidener@caldwell.edu Stereotypy Conditioned reinforcement Feeding Autism Motivating operations Verbal behavior Observational learning Keith Storey Touro University Touro University College of Education 1310 Johnson Lane Mare Island Vallejo, CA 94592 707.638.5973 kstorey@touro.edu Inclusion Positive behavior supports Transition from school to adult life Supported employment Instructional methodology Autism Spectrum Disorders Intellectual Disabilities George Sugai University of Connecticut Center for Behavioral Education and Research Department of Educational Psychology Neag School of Education University of Connecticut 249 Glenbrook Road, Unit 2064 Storrs, CT 06269-2064 860.486.0289 george.sugai@uconn.edu Applied Behavior Analysis Function-based support Positive behavior support Behavior disorders Classroom and behavior management School discipline Marc Weeden Easter Seals Bay Area Autism Project Easter Seals Bay Area 391 Taylor Blvd Suite 250 Pleasant Hill, CA 94523 925.849.8999 mweeden@esba.org Autism Evidence-based treatment Functional assessment Behavior analysis Single subject designs Classroom management Stereotypy Teacher training David A. Wilder Florida Institute of Technology School of Psychology 150 W. University Blvd. Florida Institute of Technology Melbourne, FL 32901 321.674.7516 321.674.7105 dawilder@fit.edu Applied Behavior Analysis Early intervention Functional analysis/assessment Noncompliance Preference/Reinforcer assessment Preschool children Single subject research designs Vincent Winterling Delaware Autism Program 144 Brennen Drive Newark DE 19713 vwinterling@verizon.net Autism spectrum disorders Severe disabilities Positive behavioral support Instructional strategies Staff training Family support Functional assessment Functional behavioral assessment Charles L. Wood University of North Carolina at Charlotte Special Education and Child Development University of North Carolina at Charlotte 9201 University City Blvd Charlotte, NC 28223 704.687.8395 clwood@uncc.edu Instructional design Effective instructional practices Applied Behavior Analysis Direct Instruction Single subject designs Computer-assisted instruction Douglas W. Woods Texas A&M University Department of Psychology Texas A&M University 4235 TAMU College Station, TX 77843 979.845.2540 dowoods@tamu.edu Habit disorders Child/adolescent externalizing disorders Stuttering Anxiety disorders Health psychology Tourette's sybdrome Applied behavior analysis C. Thresa Yancey Georgia Southern University Department of Psychology P.O. Box 8041 Statesboro, GA 30460 912.478.5704 tyancey@georgiasouthern.edu Child maltreatment Child sexual abuse Impact of labels/stigma Behavior management Sleep problems Evidence-based treatment