Annotated Bibliography
A Brown. (2013, March 1). How to give a time-outs. Retrieved from http://www.youtube.com/watch?v=VFZInf15_QM.
This video originate from the Parents magazine website and explains the proper way to issue a time-
out to children as well as answers to some commonly asked questions regarding time-out as a
form of discipline.
Brown, E. (2003). Loss Change and Grief. London: David Fulton Publishers.
This book explores the experiences of loss, change and grief for children, and foster positive attitudes
towards teaching and learning about these issues.
Canney, C.,& Byrne, A. (2006). Evaluating Circle Time as a support to social skills development - reflections on a
journey in school-based research. British Journal of Special Education, 33(1), 19-24.
This article discusses that deficits in socially skill behaviors sets people with intellectual disability apart from their
peers and that there is a need for social skills training in real life situations.
Haiman, P.E. (1998). 'Time out' to correct misbehavior may aggravate it instead. Brown University Child &
Adolescent Behavior Letter, 14, 1-4.
This article outlines the argument made against time-out as a form of discipline for children. The author
suggests that this technique causes future behavior problems and describes the similarities and differences of
behavior between children and adolescents. He also explains behaviors as symptoms and provides alternative
options for producing a well-behaved child.
D Huber. (2007, March, 29). Challenging Behavior in Young Children. Retrieved from
http://www.youtube.com/watch?v=8eCfnrGu5xo&feature=youtu.be.
This video is a grouping of different behavior problems that teachers, parents and child care providers see on a
regular basis. In this video the individuals working with the children are in many cases using the wrong
techniques to address the child's behavior. This video is included on this website as an introduction to the
various behavior problems that are common among young children.
Jones, C. D.,& Schwartz, I. S. (2004). Siblings, Peers, And Adults: Differential Effects Of Models For Children With
Autism. Topics in Early Childhood Special Education, 24(4), 187-198.
This article explores peer modeling in social interactions and its effectiveness for students with autism.
Jones, F. (2013). Behavior Modification and Parallel Programs. Positive Classroom Discipline. Retrieved from
www.fredjones.com
The purpose of fredjones.com is to address discipline, instruction, and motivation of students in the classroom.
In Chapter 13 of Positive Classroom Discipline, Dr. Jones gives steps on how to establish a individualized
incentive program. This program can be used in both the classroom and at home with children who are
having behavior problems.
Kabat-Zinn, M., & Kabat-Zinn, J. (1997). Everyday blessings: The inner work of mindful parenting. New York, NY:
Hyperion.
The authors of this book explain the theories and concepts that support mindful parenting.
Minke, K.M. & Anderson, K. (2007). Family–School Collaboration and Positive Behavior Support. Journal of Positive
Behavior Interventions, 7, 181-185.
Minke's journal article about family and school collaboration, shows how very important this relationship is when
dealing with a child's behavior. In the article she discusses the importance of open communication between
parents, teachers and the child. She also discusses the importance of positive behavior supports at both
school and home.
Morawska, A., & Sanders, M. (2010). Parental use of time out revisited: A useful or harmful parenting strategy?
Journal of Child and Family Studies, 20, 1-8.
The authors of this article discuss the controversy of implementing time-out as an effective means of discipline
as it relates to positive parenting. Both sides of the issue are highlighted with overall discussion concluding
that the benefits in modifying child conduct outweigh any potential negative factors. Elements, factors, and
contradictions are also investigated.
MyBrothersVoice96. (2011, November 15). My Brother, My Inspiration. Retrieved from
http://www.youtube.com/watch?v=UMRHY6at36o.
This video shows the benefits one girl experiences by having a brother with Down Syndrome.
Myers-Walls, J.A. (2004). Positive parenting: Key concepts and resources. Journal of Family Consumer Sciences, 96,
10-13.
Myers-Walls provides a compelling argument for the benefits for positive parenting and provides an outline of
the fundamental principles of such an approach. She explains the three categories as well as basic tips to help
parents begin their journey to positive parenting.
National Center for Technology Innovation and Center for Implementing Technology in Education (2007), C. f. (n.d.).
Practicing Social Skills: How to Teach Your Student Social Interactions | LD Topics | LD OnLine. LD OnLine: The
world's leading website on learning disabilities and ADHD. Retrieved June 10, 2013, from
http://www.ldonline.org/article/21025/
This website discusses how teachers can use peers to expand the social skills in students with disabilities.
Orsmond, G. I.,& Seltzer, M. M. (2007). Siblings Of Individuals With Autism Or Down Syndrome: Effects
On Adult Lives. Journal of Intellectual Disability Research, 51(9), 682-696.
This article explores the involvement and implications of siblings caring for a brother or a sister with
ASD (Autism Spectrum Disorder) or DS (Down Syndrome).
Parents Reach Out (2010). Albuquerque, NM. : Retrieved from http://www.parentsreachingout.org/resources
/publications/behavior/behaviorpd.pdf
The brochure put together by the Parents Reach Out group is full of valuable information regarding the
importance of carrying over positive behavior support programs into the home. This brochure includes
helpful strategies that can be used at home as well as other tips for parents dealing with behavior problems.
The brochure also includes the a section that explains the research that is behind Positive Behavior Supports.
Singh, N.N., Lancioni, G.E., Winton, A.S., Fisher, B.C., Wahler, R.G., McAleavey, K., Singh, J., & Sabaawi. (2006).
Mindful parenting decreases aggression, noncompliance, and self-injury in children with autism. Journal of
Emotional and Behavioral Disorders, 14, 167-177.
This article summarizes the findings of adapting mindfulness parenting philosophies following a 12-week training
program. The training was assessed using child outcome behaviors. Parents rated the efficacy of the program
based on how they felt about their own parenting skills prior to and after the training. Reasons for overall
efficacy are discussed.
Smallwood, D. (2003). Defusing Violent Behavior in Young Children: An Ounce of Prevention. Retrieved from
www.nasponline.org
Smallwood's journal article discusses the importance of defusing a violent behavior. She provides strategies for
teachers and parents on how to go about defusing the child. She also provides tips for preventing violent
outburst at home and in the classroom.
Strain, P. S. (1987). Comprehensive Evaluation Of Intervention For Young Autistic Children. Topics in Early Childhood
Special Education, 7(2), 97-110.
This paper discusses the measures and procedures to assess the delivery and effects of a comprehensive
program for young children with autism.
V Baragas. (2008, December, 25). Parenting Advice: Solving Child Behavior Problems at Home & School.
Retrieved from http://www.youtube.com/watch?v=zoydRsgUngQ&feature=youtu.be.
In this video Veronica Baragas from the my wiggles and giggles organization gives parents some
examples of ways in which they can address behavior problems at home and school. She encourages
parents to meet with their child's teacher and guidance counselor. She also states the most important thing
is to stay consistent with your child.
Waltz, M. (1999). Pervasive developmental disorders finding a diagnosis and getting help. Beijing: O'Reilly.
This book explores the diagnosis, treatment, and coping strategies for families with a member diagnosed
with neurological conditions such as, autism, Asperger's, pervasive developmental disorders, and others.