Applied Behavior Analysis Master's Program Faculty -Darrel E. Bostow

Professor and Division Director, Division of Applied Research and Educational Support, Department of Child and Family Studies, Louis de la Parte Florida Mental Health Institute.

Director, Florida Center for Inclusive Communities: A University Center for Excellence in Developmental Disabilities.

Department of Child and Family Studies
Louis de la Parte Florida Mental Health Institute
University of South Florida, MHC 2113A
13301 Bruce D. Downs Blvd
Tampa, FL 33612-3807
(813) 974 6100 work

Implementation of assessment-based behavior supports in natural environments for young children with persistent challenging behavior

The design of program-wide models for supporting young children’s social competence and addressing challenging behavior

Instruction of families, educators, and other caregivers in the implementation of positive behavior support and systematic instruction

Fox, L., & Lentini, R. H. (2006). You got it!: Teaching social and emotional skills. Young Children, 61(6), 36-42.

Fox, L., & Clarke, S. (2006). Aggression? Using positive behavior support to address challenging behavior. Young Exceptional Children Monograph Series, 8, 42-56.

Hemmeter, M. L., Fox, L., & Doubet, S. (2006). Together we can: An early childhood center’s program wide approach to addressing challenging behavior. Young Exceptional Children Monograph Series, 8, 1-14.

Dunlap, G., Ester, T., Langhans, S., & Fox, L. (2006). Functional communication training with toddlers in home environments. Journal of Early Intervention, 29, 81-97.

Powell, D., Dunlap, G., & Fox, L. (2006). Prevention and intervention for the challenging behaviors of toddlers and preschoolers. Infants and Young Children, 19(1), 25-35.

Dunlap, G., Harrower, J., & Fox, L. (2005). Understanding the environmental determinants of problem behaviors. In L. Bambara & L. Kern (Eds.), Individualized supports for students with problem behaviors (pp. 25-46). New York: Guilford Press.

Westling, D.L. & Fox, L. (2004). Teaching Persons with Severe Disabilities third edition. Prentice Hall/Merrill Publishing

Duda, M. A., Dunlap, G., Fox, L., Lentini, R., & Clarke, S. (2004). An experimental evaluation of positive behavior support in a community preschool program. Topics in Early Childhood Special Education, 24, 143-155.

Buschbacher, P., Fox, L., Clarke, M. (2004). Recapturing desired family routines:

A parent-professional behavioral collaboration. Research and Practice for Persons with Severe Disabilities, 29, 25-39.

Fox, L., Dunlap, G., Hemmeter, M. L., Joseph, G. E., & Strain, P. S. (2003). The teaching pyramid: A model for supporting social competence and preventing challenging behavior in young children. Young Children, 58 (4), 48-52.

Buschbacher, P., & Fox, L. (2003). Understanding and intervening with the challenging behavior of young children with autism spectrum disorder. Language, Speech, and Hearing Services in Schools, 34, 217-227.

Lang, M. & Fox, L. (2003) Breaking with tradition: Providing effective professional development for instructional personnel supporting students with severe disabilities

Teacher Education and Special Education, 26 (1), 17-26.

Fox, L., Dunlap, G., & Powell, D. (2002). Young children with challenging behavior: Issues and consideration for behavior support. Journal of Positive Behavior Interventions, 4, 208-217.

Fox, L., Vaughn, B. J., Wyatte, M. L., & Dunlap, G. (2002). “We can’t expect other people to understand”: Family perspectives on problem behavior. Exceptional Children, 68(4), 437-450.

Fox, L., Dunlap, G., & Cushing, L. (2002). Early intervention, positive behavior support, and transition to school. Journal of Emotional and Behavior Disorders, 10(3), 149-157.

Kincaid, D. & Fox, L. (2002). Person-centered planning and positive behavior support. In S. Holburn & P. M. Vietze (Eds.), Person-Centered Planning. Research, Practice, and Future Directions (pp. 29-50). Baltimore: Paul H. Brookes.

Fox, L., Vaughn, B. J., & Dunlap, G. (2002). Research Partnership: One family’s experience with the process of positive behavior support. In J. Lucyshyn, G. Dunlap, & R. Albin (Eds.), Families and positive behavioral support: Addressing the challenge of problem behavior in family contexts (pp. 417-438). Baltimore: Paul H. Brookes.

Fox, L., Benito, N., & Dunlap, G. (2002). Early intervention with families of young children with autism spectrum disorder and problem behavior. In J. Lucyshyn, G. Dunlap, & R. Albin (Eds.), Families and positive behavioral support: Addressing the challenge of problem behavior in family contexts (pp.251-270). Baltimore: Paul H. Brookes

Fox, L. & Little, N. (2001). Starting early: School-wide behavior support in a community preschool. Journal of Positive Behavior Interventions, 3, 251-254.

Fox, L. & Dunlap, G. (2002). Family-centered practices in positive behavior support. Beyond Behavior, 11, 24-25.

Carr, E. G., Dunlap, G., Horner, R. H., Koegel, R. L., Turnbull, A. P., Sailor, W., Anderson, J., Albin, R. W., Koegel, L. K., & Fox, L. (2002). Positive behavior support: Evolution of an applied science. Journal of Positive Behavior Interventions, 4, 4-16

Fox, L., Dunlap, G., & Benito, N. (2001). Vincent’s Story: From Head Start to Fourth Grade. Beyond Behavior, 11, 5-6.

Dunlap, G., Newton, J. S., Fox, L., Benito, N., & Vaughn, B. (2001). Family Involvement in Functional Assessment and Positive Behavior Support. Focus on Autism and Other Developmental Disabilities, 16, 215-221.

Harrower, J. K., Fox, L., Dunlap, G., & Kincaid, D. (2000). Functional Assessment and Comprehensive Early Intervention. Exceptionalities, 8, 189-204.

Dunlap, G., Hieneman, M., Knoster, T., Fox, L., Anderson, J., & Albin, R.W. (2000). Essential elements of inservice training in positive behavior support. Journal of Positive Behavior Interventions, 2, 22-32.

Fox, L., Dunlap, G., & Buschbacher, P. (2000). Understanding and intervening with young children’s problem behavior: A comprehensive approach. In A. M. Wetherby & B. M. Prizant (Eds.), Communication and language issues in autism and pervasive developmental disorder: A transactional developmental perspective. Baltimore: Paul H. Brookes.

Dunlap, G. & Fox, L. (1999). Supporting families of young children with autism. Infants and Young Children, 12(2), 48-54.

Dunlap, G., & Fox, L. (1999). A demonstration of behavioral support for young children with autism. Journal of Positive Behavior Interventions, 2, 77-87.

Hanline, M. F., Fox, L., & Phelps, P. (1998). Community child care inclusion: The development of two children. International Journal of Disability, Development, and Education, 45, 469-488.

Fox, L., Vaughn, B. J., Dunlap, G., & Bucy, M. (1997). Parent‑professional partnership in behavioral support: A qualitative analysis of one family's experience. The Journal of the Association for Persons with Severe Handicaps, 22, 198-207.

Vaughn, B. J., Dunlap, G., Fox, L., Clarke, S., & Bucy, M. (1997). Parent‑professional partnership in behavioral support: A case study of community‑based intervention. The Journal of the Association for Persons with Severe Handicaps, 22, 186-197.

Dunlap, G., Fox, L., Vaughn, B., Bucy, M., & Clarke, S. (1997). In quest of meaningful perspectives and outcomes: A response to five commentaries. The Journal of the Association for Persons with Severe Handicaps, 22, 221-223.

Fox, L., Dunlap, G., & Philbrick, L.A. (1997). Providing individualized supports to young children with autism and their families. Journal of Early Intervention, 21,1-14.

Powell, D. S., Batsche, C. J., Ferro, J., Fox, L., & Dunlap, G. (1997). A strength‑based approach in support of multi‑risk families: Principles and issues. Topics in Early Childhood Special Education, 17, 1-26.

Dunlap, G. & Fox, L. (1996). Early intervention and serious problem behaviors: A comprehensive approach. In L. Koegel, R.L. Koegel, & G. Dunlap (Eds.), Community, school, family, and social inclusion through positive behavioral support (pp. 31‑50). Baltimore: Paul H. Brookes.

Fox, L., Hanline, M.F., Vail, C.O., & Galant, K. (1994). Developmentally appropriate practice: Applications for young children with disabilities. Journal of Early Intervention, 18, 243‑257.

Kemple, K.M., Hartle, L.C., Correa, V.I., & Fox, L. (1994). Preparing teachers for inclusive education: The development of a unified teacher education program in early childhood and early childhood special education. Teacher Education in Special Education, 17, 38‑51.

Hanline, M.F. & Fox, L. (1994). The use of assessment portfolios with young children with disabilities. Assessment in Rehabilitation and Exceptionality, 1(1), 40‑57.

Fox, L. & Hanline, M.F. (1993). A preliminary evaluation of learning within the context of play. Topics in Early Childhood Special Education. 13, 308‑327.

Hanline, M.F. & Fox, L. (1993). Learning within the context of play: Providing typical early childhood experiences for children with severe disabilities. The Journal of the Association for Persons with Severe Handicaps.18, 121‑129.

Fox, L. & Williams, D.G. (1992). Preparing teachers of students with severe disabilities. Teacher Education in Special Education, 15, 97‑107.

Fox, L. & Westling, D.L. (1991). A preliminary evaluation of training parents to use facilitative strategies with their children with profound disabilities. The Journal of the Association for Persons with Severe Handicaps, 16, 168‑176.

Fox, L. (1989). Stimulus generalization and persons with profound mental handicaps. Education and Training in Mental Retardation, 24, 219‑229.

Fox, L. & Westling, D.L. (1986). The prevalence of profoundly mentally handicapped students receiving medication in a school district. Education and Training of the Mentally Retarded, 21, 205‑210.



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