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Research Summary

Defusing Anger and Aggression is based on published educational research conducted at the University of Oregon’s Institute on Violence and Destructive Behavior, other academic institutions, and best practices in the field. This video program incorporates two research based components. First, the six problem areas targeted in the program were gleaned from survey research on common problems that classroom teachers face on a regular basis. Second, the strategies are based on research practices designed to put problem behavior on extinction and positive approaches for establishing replacement behavior.

Below is a list of references used in the research and study leading up to the video.

• Abery, B., & McBride, M. (1998). Look--and understand--before you leap. Impact, 11(2), 2-3.
• Abery, B., & Stancliffe, R. (1996). The ecology of self-determination. In D. J. Sands & M. L. Wehmeyer (Eds.), Self-determination across the lifespan: Independence and choice for people with disabilities (pp. 111-145). Baltimore: Paul H. Brookes.
• Agran, M. (1997). Student directed learning: Teaching self-determination skills. Pacific Grove, CA: Brooks/Cole.
• Amado, A. N. (1993). People, not "services." AAMR News & Notes, 6(6), 4-5.
• Arnheim, R. (1974). Virtues and vices of the visual media. In D. R. Olson (Ed.), Media and symbols:The forms and expression, communication, and education. The 73rd Yearbook of the National Society for the Study of Education (pp.180-210). University of Chicago.
• Azrin, R. D., & Hayes, S. (1984). The discrimination of interest within a heterosexual interaction: Training, generalization, and effects on social skills. Behavior Therapy, 15, 173-184.
• Bandura, A. (1977). Social learning theory. Engelwood Cliffs, NJ: Prentice-Hall.
• Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37, 122-147.
• Barr, D., & Cochran, M. (1992). Understanding and supporting empowerment: Redefining the professional role. Networking Bulletin: Empowerment & Family Support, 2(3), 1-8.
• Braddock, D., Hemp, R., Parish, S., & Rizzolo, M. C. (2000). The state of the states in developmental disabilities: 2000 study summary. Chicago: University of Illinois Department of Disability and Human Development.
• Brown, P. M., & Brown, R. I. (1992). Client intervention: Another team's experience. In R. I. Brown, M. B. Bayer, & P. M. Brown (Eds.), Empowerment and developmental handicaps: Choices and quality of life. North York, Ontario: Captus University.
• Chamberlain, P., & Reid, J. B. (1987). Parent observation and report of child symptoms. Behavioral Assessment, 9, 97-109.
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, NJ: Erlbaum.
• Connard, C. (1992). The helping professional: Weaving a new definition. The Oregon Connection, Spring, 2. Czerlinsky, T., & Chandler, S. K. (1994). The power of empowerment: Building partnerships in the rehabilitation process. Syracuse, NY: Program Development.
• Dodge, K. A., Petit, G. S., McClaskey, C. L., & Brown, M. M. (1986). Social competence in children. Monographs of the Society for Research in Child Development, 51(2), 85-88.
• Dowrick, P. W. (1991). Practical guide to using video in the behavioral science. New York: John Wiley & Sons.
• Gross, I. (1974). Modes of communication and the acquisition of symbolic competence. In D. R. Olson (Ed.), Media and symbols: The forms of expression, communication, and education (pp. 56-80). The 73rd Yearbook of the National Society for the Study of Education. University of Chicago.
• Harwood, R. L., & Weissberg, R. P. (1987). The potential of video in the promotion of social competence in older children and adolescence. Journal of Early Adolescence, 3, 345-363.
  Hewitt, A., & O'Nell, S. (1998). People need people: The direct service workforce. Impact, 10(4), 2-3.
• Ippoliti, C., Peppey, B., & Depoy, E. (1994). Promoting self determination for persons with developmental disabilities. Disability & Society, 9, 453-460.
• Jenkinson, J. C. (1993). Who shall decide? The relevance of theory and research to decision-making by people with an intellectual disability. Disability, Handicap & Society, 8, 361-375.
• Kennedy, M. J. (1996). Self-determination and trust: My experiences and thoughts. In D. J. Sands & M. L. Wehmeyer (Eds.), Self-determination across the lifespan: Independence and choice for people with disabilities (pp. 37-49). Baltimore: Paul H. Brookes.
• Larson, S. A., Hewitt, A., & Anderson, L. (1999). Staff recruitment challenges and interventions in agencies supporting people with developmental disabilities. Mental Retardation, 37, 36-46.
• Lloyd, M., Preston-Shoot, M., & Wuu, R. (1996). Whose project is it anyway? Sharing and shaping the research and development agenda. Disability & Society, 3, 301-315.
• Martin, J. E., & Marshal, L. H. (1996). Choice maker: Infusing self-determination instruction into the IEP and transition process. In D. J. Sands & M. L. Wehmeyer (Eds.), Self-determination across the life span (pp. 215-236). Baltimore: Paul H. Brookes.
• Martin, J. E., Marshall, L. H., & Maxson, L. L. (1993). Transition policy: Infusing self-determination and self-advocacy into transition programs. Career Development for Exceptional Individuals, 16, 53-61.
• Nerney, T. (1998). Self-determination for people with developmental disabilities. AAMR News & Notes, 11(6), 10-12.
• Nerney, T., & Crowley, R. F. (1998). An affirmation of community: A revolution of vision and goals. Keene, NH: Monadnock Developmental Services.
• O'Brien, J. (1990). What's worth working for? Leadership strategies to improve the quality of services for people with severe disabilities. Lithonia, GA: Responsive Systems Associates.
• Olson, D. R., & Bruner, J. S. (1974). Learning through experience and learning through media. In D. R. Olson (Ed.), Media and symbols: The forms of expression, communication, and education (pp. 125-150). The 73rd Yearbook of the National Society for the Study of Education. University of Chicago.
• Patton, M. Q. (1993). The aid to families in poverty program: A synthesis of themes, patterns, and lessons learned. Minneapolis: The McKnight Foundation.
  Rose, J. (2000). Direct service workers: The underfunded mandate. AAMR News & Notes, 13(5), 9.
• Schloss, P. J., Alper, S., & Jayne, D. (1993). Self-determination for persons with disabilities: Choice, risk, and dignity. Exceptional Children, 3, 215-225.
• Smull, M. W. (1993). Sharing power and a system of support. AAMR News & Notes, 6(2), 3-6
  Smull, M. (1998). A plan is not an outcome. Impact, 11(2), 17, 27.
• Sundram, C. (1999). Pitfalls in the pursuit of life, liberty, and happiness. Mental Retardation, 37(1), 62-67.
• Taylor, M. (1998). A call to exemplary service. Impact, 10(4), 4-5, 23.
• The Arc (1997). Status report to the nation on people with mental retardation waiting for community services. Arlington, TX: The Arc of the United States.
• Thorin, E. (Producer). (1997a). Whose decision is it anyway? [Film]. (Available from Program Development Associates, P.O. Box 2038, Syracuse, NY 13220-2038.)
• Thorin, E. (1997b). Whose decision is it anyway? A workbook for service providers supporting selfdetermination. (Available from Program Development Associates, P.O. Box 2038, Syracuse, NY 13220-2038.)
• Thorin, E., & Todis, B. (1995). It's the same heart: Four views of self-determination. Unpublished manuscript. 
• Ward, M. J. (1996). Coming of age in the age of self-determination: A historical and personal perspective. In D. J. Sands & M. L. Wehmeyer (Eds.), Self-determination across the lifespan: Independence and choice for people with disabilities (pp. 3-16). Baltimore: Paul H. Brookes.
• Wehmeyer, M. L. (1996). Self-determination as an educational outcome: Why is it important to children, youth and adults with disabilities? In D. J. Sands & M. L. Wehmeyer (Eds.), Self-determination across the lifespan: Independence and choice for people with disabilities (pp. 17-36). Baltimore: Paul H. Brookes.
• Wehmeyer, M., Agran, M., & Hughes, C. (1997). Teaching self-determination to students with disabilities: Basic skills for successful transition. Baltimore: Paul H. Brookes.