A Behaviorists' Bookshelf (Ongoing)

     I have decided to keep an ongoing list of books related to education, behavior analysis, and other randomness that I think are useful or want to buy. I will add brief recommendations & reservations as time permits. Not to say that These lists are in no particular order. And, obviously, not APA citations (Author/Editor - Title - Edition if applicable). While I value all of my purchases, and would return a title if it were outright awful, books with a + after denote highly recommend, books with a - after means the title is owned but with "reservations," and  books with nothing after mean they're good enough to warrant a purchase but are in my opinion a low priority.

     This list is obviously not exhaustive, and will be an ongoing project to update.

     Feel free to post any recommendations at the bottom! I'd love to know what reader's are finding useful!

(Updated 04.12.2014)

Own:

Behavior Analysis/Behaviorism/Positive Behavior Supports:

• B.F. Skinner - The Behavior of Organisms +
• B.F. Skinner - Walden Two
• B.F. Skinner - Science and Human Behavior +
• B.F. Skinner - Schedules of Reinforcement
• B.F. Skinner - Verbal Behavior
• B.F. Skinner - About Behaviorism +
• B.F. Skinner - Beyond Freedom & Dignity
• B.F. Skinner - Upon Further Reflection
• B.F. Skinner - Cumulative Record
• John O. Cooper, Timothy E. Heron, & William L. Heward - Applied Behavior Analysis (2nd Ed.) +
• Mary Lynch Barbera - The Verbal Behavior Approach +
• Susan M. Schneider - The Science of Consequences +
• Michael M. Mueller & Ajamu Nkosi - Behavior Analytic Consultation to Schools
• Heward et. al. (Eds.) - Focus on Behavior Analysis in Education: Achievements, Challenges, and Opportunities
•  John Bailey & Mary Burch - 25 Essential Skills & Strategies for the Professional Behavior Analyst
• John Bailey & Mary Burch - How To Think Like a Behavior Analyst +
• Mark L. Sundberg - Verbal Behavior Milestones Assessment and Placement Program (Assessment & Guide) +
• Mark L. Sundberg & James W. Partington - Teaching Language to Children with Autism or Other Developmental Disabilities +
• Richard M. Foxx - Increasing Behaviors of Severely Retarded and Autistic Persons
• Richard M. Foxx - Decreasing Behaviors of Persons With Severe Retardation and Autism
• Murray Sidman - Tactics of Scientific Research
• Derek D. Reed, Florence D. DiGennaro Reed, & James K. Luiselli (Eds.) - Handbook of Crisis Intervention and Developmental Disabilities
• Mark R. Dixon - PEAK: Relational Training System - Direct Training Module 
• Catherine Maurice, Gina Green, & Stephen C. Luce (Eds.) - Behavioral Intervention for Young Children With Autism: A Manual for Parents and Professionals +
• James M. Johnston - Radical Behaviorism for ABA Practitioners +
• Susan M. Sheridan & Thomas R. Krawochwill - Conjoint Behavioral Consultation
• Robert L. Koegel & Lynn R. Koegel - Pivotal Response Treatments for Autism
• Glen Dunlap, Rose Iovannone, Donald Kincaid, Kelly Wilson, Kathy Christiansen, Phillip Strain, & Carie English - Prevent-Teach-Reinforce +

Education (General, Teaching, and Teacher Preparation):

• Carl E. Kaestle - Pillars of the Republic: Common Schools and American Society, 1780-1860
• Ron Ritchhart - Intellectual Character- What It Is, Why It Matters, and How To Get It
• Howard Gardner - 5 Minds For The Future 
• Natalie Ravthon - Effective School Interventions +
• Edward S. Shapiro - Academic Skills Problems
• Jay McTighe & Grant Woods - Understanding By Design: Professional Development Workbook
• David L. Westling & Lise Fox - Teaching Students with Severe Disabilities (4th Ed.)
• Daniel P. Hallahan, James M. Kauffman, & Paige C. Pullen - Exceptional Learners: An Introduction to Special Education (12th Ed.)
• Daniel P. Hallahan & James M. Kauffman - Cases for Reflection and Analysis for Exceptional Learners: Introduction to Special Education (Supplement to Exceptional Learners above)
• James M. Kauffman & Daniel P. Hallahan - Special Education: What It Is and Why We Need It
• Victor Nolet & Margaret J. McLaughlin - Accessing the General Curriculum (2nd Ed.) -
• Gordon S. Gibb & Tina Taylor Dyches - Guide to Writing Quality Individualized Education Programs +
• James S. Cangelosi - Classroom Management Strategies: Gaining and Maintaining Student's' Cooperation (6th Ed.) 
• Spencer J. Saland - Creating Inclusive Classrooms: Effective and Reflective Practices (7th Ed.)
• Gail E. Tompkins - Literacy for the 21st Century: A Balanced Approach (5th Ed.) +
• John Settlage & Sherry A. Southerland - Teaching Science to Every Child: Using Culture as a Starting Point

Other Disability/Good Reads/Useful/Of Interest:

•  Catherine Maurice - Let Me Hear Your Voice: A Family's Triumph Over Autism +
• Murray Sidman - Coercion and Its Fallout +
• John W. Norlin - What Do I Do When - The Answer Book on Special Education Law (5th ed.)
• Ken Siri & Tony Lyons (Eds.) - Cutting Edge Therapies for Autism, 2010-2011-
• Daniel Tammet - Born on a Blue Day: Inside the Extraordinary Mind of an Autistic Savant +
• Publication Manual of the American Psychological Association (6th ed.) +
• Temple Grandin - Animals in Translation
• Julie Holland - Weekends at Bellevue+
• Bernard Wood - Human Evolution: A Very Short Introduction
• Michael O'Shea - The Brain: A Very Short Introduction
• Eleanor W. Lynch & Marci J. Hanson - Developing Cross-Cultural Competence: A Guide for Working With Children and Their Families (4th Ed.) +
•  Edward H. Levi - An Introduction to Legal Reasoning
• Thomas J. Bernard - The Cycle of Juvenile Justice
• Earl Babbie - The Practice of Social Research
• George Orwell - 1984 +
• Friedrich Nietzsche - Beyond Good and Evil +

Journals/Newsletters/LISTSERVs:

• Journal of Applied Behavior Analysis (Society for the Experimental Analysis of Behavior)
• Journal of the Experimental Analysis of Behavior (Society for the Experimental Analysis of Behavior)
• The Behavior Analyst (Association for Behavior Analysis International)
•  The Analysis of Verbal Behavior (Association for Behavior Analysis International)
• Behavior Analysis in Practice (Association for Behavior Analysis International)
• APBA Reporter (Association for Professional Behavior Analysis)
• Journal of Positive Behavior Interventions (Association for Positive Behavior Support)
• Exceptional Children (Council for Exceptional Children)
• What Work's Clearing House (Institute for Educational Science)
• Best Practice in Brief (Michigan State University)
• Harvard Education Letter (Harvard Education Publishing Group)
• Special Ed Advocate (Wrightslaw Special Education Law and Advocacy)
• Spotlight on Disability Newsletter (American Psychological Association)
• Research Alert: Autism (American Psychological Association)
•  The Educator (American Psychological Association)
• Association for Behavior Analysis International

Hierarchy Amongst Educational Professionals

     To me, there seems to be a systemic problem of embedded hierarchy and perceived abilities contributing to a disconnect amongst educational professionals, similar to that of business people.

     Some teachers do not respect their paraprofessionals opinions because they are not certified, or do not hold a Masters degree. Administrators do not respect the teachers under them because they do not hold the same level of certification. Behavior analysts do not see themselves on the same playing field as the therapists that work WITH and under them.

     Interestingly, I do not necessarily see these issues arise in other aspects of education because, simply, you need a certain level of terminal education to work in these roles. For instance, you cannot formally practice social work in the schools without a MSW and certification to work in schools.

    That been said, I find it ridiculous that an educator at any level look down upon any other professional with whom they may or may not work. Being a professional in education requires teamwork. Not just as they interact directly, on a day to day basis, but also in the general field.

     As educators, we always speak about meaningful experiences and hidden curriculum and educating the whole child. So why is it, then, that when we become certified educators, we care about how much direct experience in education someone has, or their credentialing? It's absurd. As if hash-marks of service mean you are effective. Or that having a Masters degree makes you any more capable of reading and applying research.

     This problem may be an evolutionary trait, but it's one that needs to stop. Do not tell your paraprofessional they cannot attend a professional development seminar because it's not appropriate given their responsibilities. Once they attend that seminar, they are more informed on the topic. The individuals who "outrank" others should be MORE inclined to recommend, share, and create opportunities for their "subordinates" to learn and grow and develop their skill set. After all, it would better benefit that superior to have others who can bear some of their daily responsibilities.

Sensitivity, Understanding, and Practice

     I worked in the schools for 3 years. This makes me no special education expert.

     I am not a parent. This means I am not a parenting expert. And as far as not being a parent, let's also note that I do not have a child with a developmental delay.

     I am currently a behavior therapist at a private, pediatric clinic. This does not mean I am a behavior expert.

    I know what I know. I take what I have learned and experienced, and think about it.

_________________________________________________________________

     The disparity between what we do in practice and want parents to translate into their daily dealings with their children is large.

     So, when a client of mine with autism becomes sick, and the reason is because they are on a gluten-free/dairy-free diet, and they tell me that their child "really wanted" the M & Ms and popcorn ball they trick or treated for, thus causing their illness, I am a tad bit torn.

     Firstly, because being able to tell with certain learners that they "really want" something sounds like farce. Secondly, because I can't imagine what it is like to be a parent of a child with barriers, desperately wanting some normalcy with their child -- some semblance of typical development paired with typical interactions. (It is actually interesting to think that a tantrum over candy brings more relief than their constant scripting and pica). And thirdly, because if the way you judge that your child "really wants" something is by the fact that they are tantruming (or other maladaptive methods), then you are invalidating their behavior therapy.

     Being able to relate is impossible. I don't want or care to try. But the professional and ethical side of this is something I am curious about.

     Is it more important to, at all times, be implementing the strands of therapies that we train parents to use outside the clinic than for the parent to, every now and then, build their children up in their minds that they are typical?

     This seems to be parent specific. At once, the parent always wants what's best for their child (their treatment) and to give themselves some mental respite by thinking that their child is defying a barrier; in this case, communicating something aside from their basic human needs. Let's now bear in mind that in regard to some learners, for a parent to feel that things beyond the basic human needs are being communicated to them is a drastic event.

     So, the point. Or, question, rather. Where is the line where we either A) let the parent have their moment, even if disillusioned and, B) telling the parent they are being unrealistic.


     To stray from my previous example, I had a student that would not comprehend addition without expensive, time consuming, and intensive interventions. They were highly maladaptive behaviorally. The parent wanted 90 minutes per day of at-table academics. This learner could not sit at a table for more than 3 minutes without becoming aggressive, tantruming, or eloping -- they were able to sit, let alone engage in academics, for less than 1% of their day.

     When do we say, this is unrealistic and possibly detrimental to your child, even though you think and want them to do it? It's a tough question with an answer that really cannot be standardized; however, we can operate with some basic rules of thumb.

1) If the professional consensus is that what is being done is detrimental to the child, then the parent needs to be educated;

2) If we professionally make our priority list of goals, and the parent wants a C-level goal to be enacted more frequently than an A-level goal, then the parent needs to be educated;

3) If the parent needs a little bit of faith in their child, then we should make concessions to try and accommodate that without disrupting their education or therapy;

4) As it is said in the medical profession, Primum non nocere -- "First. Do no harm." This counts for the learner as well as their parent.

Buy Books, Not bombs (or at least save some money for education)

As districts go to new lengths to provide services, current budget cuts, and the looming end to the Education Job Fund, one can't help but be upset and worried about the future of special education. Thankfully, IDEA does a decent job in mandating what is required, but one may wonder how far the reach of IDEA can actually extend into local school districts. Sure, the federal government may step in and say "This is what needs to happen to our exceptional learners," but coercion breeds contempt and resistance. Schools who have financial hardships, who are overpopulated and understaffed, are not going to take the time necessary to help their learner's with exceptionalities.  We've seen this in Connecticut. And when I worked in Connecticut in 2008, I recall hearing that as the results of PJ v. BOE were being more strongly implemented, and there was a sincere dread by administrators at having more and more exceptional students being included.

The point is this. As federal money dries up, education will falter. Pensions get cut, staff gets downsized, and students get less attention. However, what is worse, is the limbo that our students will fall into. They will receive less support when they need it most, and then, when they get older, will need even more support that cannot be afforded, and may be outsourced out of their home school due to serious needs. Or, they may simply be pushed through the motions. Both are bunk options. The toll this takes on the school system and families is enormous. The highest figure I have heard thus far for a residential outplacement is $300,000 a year. Some of this cost may be burdened by insurance, but the residential component will definitely fall on the shoulders of the family. And the cost of educating the student is fully taken on by the school system. So, in the end, the same school system that failed the learner by not being able to provide early intervention services and supports due to a lack of financing, now is paying out the wazoo to outplace.

Given the above image, you may be waiting for a statement on the wars, engagements, and other conflicts that global superpowers are currently engaged in. So, let me say this: War is bad, but you and I are not going to single-handedly end any wars. We can single-handedly make a difference in our learner's or children's lives. As special education faces issues with financing, we need to work even harder to affect systemic change and continue to set an example the our learners, now matter how delayed, are priority number one.

Purpose

The purpose of this blog is to report on and analyze news and research related to special education, and at times education in general. It is also a place for me to express my opinions, and welcome discourse, on special education. It's aim is to be all encompassing and informative. Yes, it's primary purpose is to convey the author's opinions on the matters at hand, but the author will always cite the original story so that others may be privy to the content.

I thank you for visiting. We will see how this goes.

-JAH