Craig H. Kennedy

Professor of Special Education and Pediatrics; Chair, Department of Special Education

Ph.D., University of California at Santa Barbara, 1992

Craig H. Kennedy is Chair of the Special Education Department at Peabody College of Vanderbilt University and a Professor of Special Education and Pediatrics. He is also the Director of the Behavior Analysis Clinic at the John F. Kennedy Center on Human Development.

From 1992-1996 he was a faculty member in the Department of Special Education at the University of Hawaii at Manoa. From 1996-1997 he was a faculty member in the Departments of Psychiatry and Clinical Pharmacology at the Medical College of Pennsylvania.

Dr. Kennedy's research and development interests focus on children and youth with intellectual/developmental disabilities, including autism spectrum disorders. This work focuses on assessment and intervention of mechanisms underlying aberrant development. Much of his current work focuses on analyses of gene-brain-environment interactions associated with the development of problem behaviors such as aggression, self-injury, and stereotypy.

Dr. Kennedy has served as an associate editor for the Journal of Applied Behavior Analysis, Journal of the Association for Persons with Severe Handicaps, and Journal of Behavioral Education, and as an editorial board member for numerous peer-reviewed journals. He has served as a member of the Board of Trustees for the Society for the Experimental Analysis of Behavior, conference co-chair for TASH, and on the scientific content committee of the International Association for the Scientific Study of Intellectual Disabilities World Congress. He is also the recipient of the B. F. Skinner award from the American Psychological Association (Division 33) and the Alice Hayden award from TASH. Dr. Kennedy has served as principal investigator on a number of research and leadership projects funded by the US Department of Education and National Institutes of Health.

He has authored or co-authored over 150 books, chapters and journal articles in the areas of behavioral analysis, behavioral neuroscience, intervention, and assessment and has made hundreds of invited presentations at local, state, national and international meetings and at universities throughout the world.

Learn More about Craig H. Kennedy:

Projects | Courses Taught | Selected Publications
Awards | CV | Media Mentions

Selected Publications

Books

Cushing, L. S., Carter, E. W., & Kennedy, C. H. (in preparation). Peer supports: Improving students' social lives and learning. Baltimore: Paul H. Brookes.

Peck, C. A., Breen, C. G., & Kennedy, C. H. (in preparation). Contemporary perspectives on social support and intervention for people with severe disabilities: Essays in honor of Thomas G. Haring. Baltimore: Paul H. Brookes.

Kennedy, C. H. (in press). Single-case designs for educational research. Boston: Allyn and Bacon.

Kennedy, C. H., & Horn, E. (2004). Including students with severe disabilities. Boston: Allyn and Bacon.

Kennedy, C. H., & Fisher, D. (2001). Inclusive middle schools. Baltimore: Paul H. Brookes.

Book Chapters and Monographs

Halle, J. W., Drasgow, E., & Kennedy, C. H. (in press). Establishing operations. In G. Sugai & R. H. Horner (Eds.), Encyclopedia of behavior modification and cognitive behavior therapy: Educational applications. San Francisco: Sage.

Harvey, M. T., & Kennedy, C. H. (in press). Behavioral functions. In J. T. Neisworth & P. Wolfe (Eds.), Autism and pervasive developmental disorders dictionary. Baltimore: Paul H. Brookes.

Kennedy, C. H. (in press). Functions of behavior. In G. Sugai & R. H. Horner (Eds.), Encyclopedia of behavior modification and cognitive behavior therapy: Educational applications. San Francisco: Sage.

May, M. E., & Kennedy, C. H. (in press). Contingency. In J. T. Neisworth & P. Wolfe (Eds.), Autism and pervasive developmental disorders dictionary. Baltimore: Paul H. Brookes.

O'Reilly, M. E., & Kennedy, C. H. (in press). The relation between pain and behavior disorders in developmental disabilities. In F. Symons & T. Oberlander (Eds.), Pain and developmental disabilities. Baltimore: Paul H. Brookes.

Roberts, C., & Kennedy, C. H. (in press). Reinforcement. In J. T. Neisworth & P. Wolfe (Eds.), Autism and pervasive developmental disorders dictionary. Baltimore: Paul H. Brookes.

Valdovinos, M. & Kennedy, C. H. (in press). Extinction. In J. T. Neisworth & P. Wolfe (Eds.), Autism and pervasive developmental disorders dictionary. Baltimore: Paul H. Brookes.

Fisher, D., Frey, N., & Kennedy, C. H. (2004). Middle school. In C. H. Kennedy & E. Horn (Eds.), Inclusion of students with severe disabilities (pp. 246-258). Boston: Allyn and Bacon.

Kennedy, C. H. (2004 a). Social relationships. In C. H. Kennedy & E. Horn (Eds.), Inclusion of students with severe disabilities (pp. 100-123). Boston: Allyn and Bacon.

Kennedy, C. H. (2004 b). Research on social relationships. In E. Emerson , C. Hatton, T. Paramenter , & T. Thompson (Eds.), International handbook of applied research in intellectual disabilities (pp. 297-310). London: Wiley.

Kennedy, C. H. (2003). Peer-to-peer relationships as a foundation for inclusive education. In D. Fisher (Ed.), Inclusive education in urban schools (pp. 145-156). Baltimore: Paul H. Brookes.

Kennedy, C. H. (2002 a). The evolution of stereotypy into self-injury. In S. Schroeder, M. L. Oster-Granite, & T. Thompson (Eds.), Self-injurious behavior: Gene-brain-behavior relationships (pp. 133-143). Washington, DC: American Psychological Association.

Cushing, L. S., & Kennedy, C. H. (2002 b). Facilitating social relationships in general education settings. In D. Ryndak & S. Alper (Eds.), Curriculum and instruction for students with significant disabilities in inclusive settings (2nd Ed.) (pp. 206-215). Boston: Allyn & Bacon.

Cushing, L. S., & Kennedy, C. H. (2001). Adolescents: Putting research into practice. In H. Goldstein, L. Kaczmarek, & K. M. English (Eds.), Promoting social communication: Children with developmental disabilities from birth to adolescence (pp. 331-344). Baltimore: Paul H. Brookes.

Fisher, D., Kennedy, C. H., & Buswell, B. (2001). 2000 TASH conference yearbook (Vol. 2). Baltimore: TASH.

Kennedy, C. H. (2001). Promoting social-communicative interactions in adolescents. In H. Goldstein, L. Kaczmarek, & K. M. English (Eds.), Promoting social communication: Children with developmental disabilities from birth to adolescence (pp. 307-330). Baltimore: Paul H. Brookes.

Fisher, D., Kennedy, C. H., & Buswell, B. (2000). 1999 TASH conference yearbook (Vol. 1). Baltimore: TASH.

Kennedy, C. H., & Thompson, T. (2000). Health conditions contributing to problem behavior among people with mental retardation and developmental disabilities. In M. Wehmeyer & J. Patten (Eds.), Mental retardation in the 21st century (pp. 211-231). Austin, TX: ProEd.

Schaffner, C. B., Buswell, B. E., & Kennedy, C. H. (1999). Building relationships. In C. B. Schaffner & B. E. Buswell (Eds.), Opening Doors! (pp. 33-36). Colorado Springs, CO: PEAK.

Kennedy, C. H. (1998). Käyttäytymisongelmien positiivinen kohtaaminen ?. In O. Ikonen (Ed.), Autismi: Teoriasta käytäntöön ? (pp. 206-228). Helsinki, Finland: Atena.

Kennedy, C. H., & Meyer, K. A. (1998). Establishing operations and the motivation of problem behavior. In J. Luiselli & M. Cameron (Eds.), Antecedent-based approaches to reducing problem behavior (pp. 329-346). Baltimore: Paul H. Brookes.

Haring, T. G., & Kennedy, C. H. (1996). Behavior-analytic foundations of classroom management. In W. Stainback & S. Stainback (Eds.), Controversial issues confronting special education: Divergent perspectives (2nd Ed.). New York: Allyn & Bacon.

Horner, R. H., Close, D. W., Fredericks, H. D. B., O'Neill, R. E., Albin, R. W., Sprague, J. R., Kennedy, C. H., Flannery, K. B., & Heathfield, L. T. (1996). Supported living for people with severe behavior problems. In D. H. Lehr & F. Brown (Ed.), People with disabilities who challenge the system (pp. 209-240). Baltimore: Paul H. Brookes.

Kennedy, C. H., & Itkonen, T. (1995). Social relationships, influential variables, and change across the lifespan. In L. Kern-Koegel, R. L. Koegel, & G. Dunlap (Eds.), Positive behavioral support: Including people with difficult behavior in the community (pp. 287-304). Baltimore: Paul H. Brookes.

Kennedy, C. H. (1994). Hawaii State Department of Education guidelines and standards for behavior management. Honolulu: Hawaii State Department of Education, Special Services Branch.

Haring, T. G., Kennedy, C. H., & Breen C. (1992). Philosophic foundations of behavior analysis in developmental disabilities. In K. Haring, D. Lovett, & N. G. Haring (Eds.), Integrated lifecycle services for persons with disabilities: A theoretical and empirical perspective (pp. 59-87). New York: Springer Verlag Publishing.

Breen, C. G., Kennedy, C. H., & Haring, T. G. (1991). Methods for facilitating the inclusion of students with disabilities in integrated school and community contexts. Santa Barbara: University of California.

Haring, T. G., & Kennedy, C. H. (1991). Behavior-analytic foundations of classroom management. In W. Stainback & S. Stainback (Eds.), Controversial issues confronting special education: Divergent perspectives (pp. 201-212). New York: Allyn & Bacon.

Kennedy, C. H. (1991a). Using escape DRO to reduce challenging behavior. In C. G. Breen, C. H. Kennedy, & T. G. Haring (Eds.), Methods for facilitating the inclusion of students with disabilities in integrated school and community contexts. Santa Barbara: University of California.

Kennedy, C. H. (1991b). Teaching choice-making during leisure/break times to students with profound disabilities. In C. G. Breen, C. H. Kennedy, & T. G. Haring (Eds.), Methods for facilitating the inclusion of students with disabilities in integrated school and community contexts. Santa Barbara: University of California.

Haring, T. G., Breen, C., Laitinen, R., Weiner, J., Bednersh, F., Bernstein, D., & Kennedy, C. H. (Eds.) (1989). Complex models of generalization: Extending repertoires of critical skills. Santa Barbara: University of California.

Journal Articles

Carter, E. W., Cushing, L. S., Clark, N. M., Wallis, T., & Kennedy, C. H. (2004). Number of peers in peer support programs for students with severe disabilities: Effects on social interactions and access to the general education curriculum. Manuscript in preparation.

Juarez, P., Rogers, M., & Kennedy, C. H. (2004). Variables influencing the promptness of journal reviews. Manuscript in preparation.

Roberts, C., Harvey, M. T., May, M., Valdovinos, M., & Kennedy, C. H. (2004). Antiepileptic drugs have different effects on positively versus negatively reinforced responding predicted by their mechanisms of action. Manuscript in preparation.

Valdovinos, M. G., Harvey, M. T., Roberts, C., May, M., & Kennedy, C. H. (2004). An asymmetry in the behavior analysis of motivation. Manuscript in preparation.

Clark, N. M., Cushing, L. S., & Kennedy, C. H. (2004). An intensive onsite technical assistance model to promote inclusive practices. Manuscript submitted for publication.

Harvey, M. T., Kline, R., Roberts, C., May, M. E., Valdovinos, M. G., Wiley, R., & Kennedy, C. H. (2004). Effects of REM sleep deprivation on reflex modulated C-nociceptor pain behaviors. Manuscript submitted for publication.

May, M. E., Hedges, L., Phillips, J. A., & Blakely, R. D., & Kennedy, C. H., (2004). A functional polymorphism in the monoamine oxidase A promoter gene predicts aggressive behavior in developmental disabilities. Manuscript submitted for publication.

Roberts, C., Yoder, P. J., & Kennedy, C. H. (2004). Descriptive analysis of epileptic events and the occurrence of self-injury and aggression. Manuscript submitted for publication.

Tang, J-C., & Kennedy, C. H. (2004). Stereotypy demonstrated to be multiply determined following an undifferentiated analogue functional analysis. Manuscript submitted for publication.

Valdovinos, M. G., Roberts, C., & Kennedy, C. H. (2004b). Reduction of tardive dyskinesia symptomology using a movement-based intervention. Manuscript submitted for publication.

Caruso, M., & Kennedy, C. H. (in press). Evaluating a prompting system for promoting timely JABA reviews. Journal of Applied Behavior Analysis.

Harvey, M. T., May, M. E., & Kennedy, C. H. (in press). Nonconcurrent multiple baseline designs for educational program evaluation. Journal of Behavioral Education.

Harvey, M. T., Smith, R. L., May, M. E., Caruso, M., Roberts, C., Patterson, T. G., Valdovinos, M. G., & Kennedy, C. H. (in press). Possible role for the 5-HT1A receptor in the effects of REM sleep deprivation on avoidance responding. Psychopharmacology.

Kennedy, C. H. (in press a). Facts, interpretations, and explanations: A review of Evelyn Fox Keller's Making Sense of Life. Journal of Applied Behavior Analysis.

Kennedy, C. H. (in press b). Empirical contributions of single-case designs in educational research. Journal of Behavioral Education.

May, M. E., Harvey, M. T., Valdovinos, M., Kline, R. J., Wiley, R., & Kennedy, C. H. (in press). Nociceptor and age-specific effects of REM sleep deprivation induced hyperalgesia. Journal of Sleep Research.

May, M. E., & Kennedy, C. H. (in press). Environmental and biological causes of stereotypy. Educational Psychology.

Valdovinos, M. G., Caruso, M., Roberts, C., Kim, G., & Kennedy, C. H. (in press). Side effects of taking psychotropic medication in people with developmental disabilities. American Journal on Mental Retardation.

Valdovinos, M. G., & Kennedy, C. H. (in press). An establishing operation conceptualization of psychotropic medication side effects. The Behavior Analyst.

Valdovinos, M. G., Roberts, C., & Kennedy, C. H. (in press). Lack of operant control over movement disorders associated with tardive dyskinesia. Journal of Applied Behavior Analysis.

Cox, J. A., & Kennedy, C. H. (2003). Transitions between school and hospital for students with multiple disabilities: A survey of causes, educational continuity, and parental perceptions. Research and Practice for People with Severe Disabilities (formerly JASH), 28, 1-6.

Kirby, M., & Kennedy, C. H. (2003). Variable-interval reinforcement schedule value influences responding following REM sleep deprivation. Journal of the Experimental Analysis of Behavior, 80, 253-260.

Smith, R. L., & Kennedy, C. H. (2003). Increases in avoidance responding produced by REM sleep deprivation or serotonin depletion are reversed by 5-hydroxytryptophan administration. Behavioural Brain Research, 140, 81-86.

Souza, G., & Kennedy, C. H. (2003). Facilitating interactions in the community for a transition-age student with severe intellectual disabilities. Journal of Positive Behavior Interventions, 5, 179-182.

Tang, J-C., Patterson, T. G., & Kennedy, C. H. (2003). Identifying specific sensory modalities maintaining the stereotypy of students with multiple profound disabilities. Research in Developmental Disabilities, 24, 433-451.

Caruso, M., Harvey, M. T., Roberts, C., Patterson, T. G ., & Kennedy, C. H. (2002). Differential effects of carbamazepine on appetitive and avoidance responding. Pharmacology, Biochemistry, and Behavior, 74, 221-227.

Kennedy, C. H. (2002a). Effects of REM sleep deprivation on FI and FR schedules of positive reinforcement. Behavioural Brain Research, 128, 205-214.

Kennedy, C. H. (2002b). Toward a socially valid understanding of problem behavior. Education and Training of Children, 25, 142-153.

Kennedy, C. H. (2002c). The maintenance of behavior as an indicator of social validity. Behavior Modification, 26, 594-606.

Harvey, M. T., & Kennedy, C. H. (2002). Polysomnographic phenotypes in developmental disabilities. International Journal of Developmental Neuroscience, 20, 443-448.

Tang, J-C, Koppekin, A., Caruso, M., & Kennedy, C. H. (2002). Functional analysis of stereotypical ear-covering in a child with autism. Journal of Applied Behavior Analysis, 35, 95-98.

Kennedy, C. H. (2001). Social interaction interventions for youth with severe disabilities should emphasize interdependence. Mental Retardation and Developmental Disabilities Research Reviews, 7, 122-127.

Kennedy, C. H., Caruso, M., & Thompson, T. (2001). Experimental analyses of gene-brain-behavior relations, with some notes on their application. Journal of Applied Behavior Analysis, 34, 539-549.

Kennedy, C. H., Long, T., Jolivette, K., Cox, J., Tang, J. C., & Thompson, T. (2001). Facilitating general education participation for students with behavior problems by linking positive behavior supports and person-centered planning. Journal of Emotional and Behavioral Disorders, 9, 161-171.

Scotti, J. R., & Kennedy, C. H. (2001). Introductory comments for the special issue on functional behavioral assessment. Journal of The Association for Persons with Severe Handicaps, 26, 2-4.

Kennedy, C. H. (2000 a). Effects of REM sleep deprivation on responding under multiple schedules of free-operant avoidance. Psychobiology, 28, 564-570.

Kennedy, C. H. (2000 b). When reinforcers for problem behavior are not readily apparent: Extending functional assessments to biological reinforcers. Journal of Positive Behavior Interventions, 2, 195-202.

Kennedy, C. H., Meyer, K. A., Knowles, T., & Shukla, S. (2000). Analyzing the multiple functions of stereotypical behavior for students with autism: Implications for assessment and treatment. Journal of Applied Behavior Analysis, 33, 559-571.

Kennedy, C. H., Meyer, K. A., Werts, M. G., & Cushing, L. S. (2000). Effects of sleep deprivation on free-operant avoidance. Journal of the Experimental Analysis of Behavior, 73, 333-345.

Ryndak, D. L., & Kennedy, C. H. (2000). Meeting the needs of students with severe disabilities: Issues and practices in teacher education. Journal of The Association for Persons with Severe Handicaps, 25, 69-71.

Gronna, S., Serna, L. A., Kennedy, C. H., & Prater, M. A. (1999). Using scripts to establish generalized social skills in integrated settings. Behavior Modification, 23, 419-440.

Meyer, K. A., Kennedy, C. H., Shukla, S., & Cushing, L. S. (1999). Receptive communication in late-stage Rett syndrome: A cautionary note. Journal of Autism and Developmental Disorders, 29, 93-94.

Shukla, S., Kennedy, C. H., & Cushing, L. S. (1999). Supporting intermediate school students with severe disabilities in general education classrooms: A comparison of two approaches. Journal of Positive Behavior Interventions, 1, 130-140.

Kennedy, C. H., & Meyer, K. A. (1998). The use of psychotropic medication for people with severe disabilities and challenging behavior: Current issues and future directions. Journal of The Association for Persons with Severe Handicaps, 23, 83-97.

Shukla, S., Kennedy, C. H., & Cushing, L. S. (1998). Adult influence on the participation of peers without disabilities in peer support programs. Journal of Behavioral Education, 8, 397-413.

Cushing, L. S., & Kennedy, C. H. (1997). Academic effects on students without disabilities who serve as peer supports for students with disabilities in general education classrooms. Journal of Applied Behavior Analysis, 30,139-152.

Cushing, L. S., Kennedy, C. H., Shukla, S., Davis, J., & Meyer, K. A. (1997). Disentangling the effects of curricular revision and social grouping in cooperative learning arrangements. Focus on Autism and Other Developmental Disabilities, 12, 231-240.

Kennedy, C. H. (1997 a). Increasing the integration between behavior analysis and general education. Journal of Behavioral Education, 7, 71-74.

Kennedy, C. H. (1997 b). In response to "Behavioral support for students with severe disabilities: Functional assessment and comprehensive intervention." Journal of Special Education, 31, 108.

Kennedy, C. H., Cushing, L., & Itkonen, T. (1997). General education participation increases the social contacts and friendship networks of students with severe disabilities. Journal of Behavioral Education, 7, 167-189.

Kennedy, C. H., Shukla, S., & Fryxell, D. (1997). Comparing the effects of educational placement on the social relationships of intermediate school students with severe disabilities. Exceptional Children, 64, 31-47.

Kennedy, C. H., & Meyer, K. A. (1996). Sleep deprivation, allergy symptoms, and negatively reinforced problem behavior. Journal of Applied Behavior Analysis, 29, 133-135.

Fryxell, D., & Kennedy, C. H. (1995). Placement along the continuum of services and its impact on students' social relationships. Journal of The Association for Persons with Severe Handicaps, 20, 259-269.

Reprinted in: D. Fisher, & D. Ryndak (Eds.) (2001). The foundations of inclusive education: A compendium of articles from JASH. Baltimore: TASH.

D. Fisher, & D. Ryndak (Eds.) (2003). The foundations of inclusive education: A compendium of articles on effective strategies to achieve inclusive education (2nd ed.). Baltimore: TASH.

Haring, T. G,. Breen, C., Weiner, J., Bednersh, F., & Kennedy, C. H. (1995). Using videotape modeling to promote generalized purchasing skills. Journal of Behavioral Education, 5, 29-54.

Itkonen, T., & Kennedy, C. H. (1995). Tavoitteena elämän laatu: Ajatuksia ja kokemuksia arviointimenetelmistä ?. Autismi, 3, 16-24.

Kennedy, C. H. (1995 a). A lesson learned (Thomas G. Haring, 1953-1993). Journal of Behavioral Education, 5, 119-121.

Kennedy, C. H. (1995 b). Review of Edward G. Carr et al.'s Communication Based Interventions for Problem Behavior. Journal of The Association for Persons with Severe Handicaps, 20, 90-92.

Kennedy, C. H., Itkonen, T., & Lindquist, K. (1995). Comparing interspersed requests and social comments as antecedent interventions to increase compliance. Journal of Applied Behavior Analysis, 28, 97-98.

Kennedy, C. H., & Serna, L. A. (1995). Emergent relational responding based on quantity and equivalence. Psychological Record, 45, 241-260.

Kennedy, C. H., & Shukla, S. (1995). Social interaction research for people with autism as a set of past, current, and emerging propositions. Behavioral Disorders, 21, 21-36.

Kennedy, C. H., & Souza, G. (1995). Functional analysis and treatment of eye-poking. Journal of Applied Behavior Analysis, 28, 27-37.

Kennedy, C. H. (1994a). Manipulating antecedent conditions to alter the stimulus control of problem behavior. Journal of Applied Behavior Analysis, 27, 161-170.

Kennedy, C. H. (1994b). An emerging technology of stimulus control. Southwest Quarterly Review, 2, 1-3.

Kennedy, C. H. (1994c). Automatic reinforcement: Oxymoron or hypothetical construct? Journal of Behavioral Education, 4, 387-396.

Kennedy, C. H., & Itkonen, T. (1994). Some effects of regular class participation on the social contacts and social networks of high school students with severe disabilities. Journal of The Association for Persons with Severe Handicaps, 19, 1-10.

Kennedy, C. H., Itkonen, T., & Lindquist, K. (1994). Nodality effects and the demonstration of relational properties defining equivalence: Implications for restrictions in complex stimulus control. Journal of Applied Behavior Analysis, 27, 673-684. ?

Reprinted in: B. A. Iwata, J. S. Bailey, N. A. Neef, D. P. Wacker, A. C. Repp, & G. Shook (Eds.) (1997). Behavior analysis in developmental disabilities, 1968-1997 (3rd Ed). Bloomington, IN: Society for the Experimental Analysis of Behavior.

Kennedy, C. H., & Haring, T. G. (1993a). Teaching choice-making during social interactions to students with profound multiple disabilities. Journal of Applied Behavior Analysis, 26, 63-76.

Reprinted in: B. A. Iwata, J. S. Bailey, N. A. Neef, D. P. Wacker, A. C. Repp, & G. Shook (Eds.) (1997). Behavior analysis in developmental disabilities, 1968-1997 (3rd Ed). Bloomington, IN: Society for the Experimental Analysis of Behavior.

Kennedy, C. H., & Haring, T. G. (1993b). Combining escape and reward DRO to reduce the challenging behavior of students with severe disabilities. Journal of The Association for Persons with Severe Handicaps, 18, 85-92.

Kennedy, C. H., & Itkonen, T. (1993). Effects of setting events on the problem behavior of students with severe disabilities. Journal of Applied Behavior Analysis, 26, 321-328.

Kennedy, C. H. (1992a). Concurrent operants: A model for stimulus control transfer using delayed prompting. Psychological Record, 42, 525-540.

Kennedy, C. H. (1992b). Trends in the measurement of social validity. The Behavior Analyst, 15, 147-156.

Kennedy, C. H., & Haring, T. G. (1992). Reducing the serious problem behavior of people with developmental disabilities living in the community. Behavioral Residential Treatment, 7, 81-98.

Kennedy, C. H. (1991). Equivalence class formation influenced by the number of nodes separating stimuli. Behavioural Processes, 24, 219-245.

Haring, T. G., & Kennedy, C. H. (1990). Contextual control of problem behavior in students with severe disabilities. Journal of Applied Behavior Analysis, 23, 235-244.

Kennedy, C. H., Horner, C. H., & Newton, J. S. (1990). The social networks and activity patterns of adults with severe disabilities: A correlational analysis. Journal of The Association for Persons with Severe Handicaps, 15, 86-91.

Kennedy, C. H., Horner, C. H., Newton, J. S., & Kanda, E. (1990). Measuring the activity patterns of adults with severe disabilities using the Resident Lifestyle Inventory. Journal of The Association for Persons with Severe Handicaps, 15, 79-85.

Kennedy, C. H. (1989). Selecting consistent vertical axis scales. Journal of Applied Behavior Analysis, 22, 338-339.

Kennedy, C. H., Horner, R. H., & Newton, J. S. (1989). Social contacts of adults with severe disabilities living in the community: A descriptive analysis of relationship patterns. Journal of The Association for Persons with Severe Handicaps, 14, 190-196.

Haring, T. G., & Kennedy, C. H. (1988). Units of analysis in task-analytic research. Journal of Applied Behavior Analysis, 21, 207-216.

Kennedy, C. H., & Laitinen, R. (1988). Second-order conditional control of symmetric and transitive stimulus relations: The influence of order effects. Psychological Record, 38, 437-446.

Haring, T. G., Kennedy, C. H., Adams, M. J., & Pitts-Conway, V. (1987). Teaching generalization of purchasing skills across community settings to autistic youth using videotape modeling. Journal of Applied Behavior Analysis, 20, 89-96.

Reprinted in: J. S. Bailey, G. L. Shook, B. A. Iwata, D. H. Reid, & A. C. Repp (Eds.) (1988). Behavior analysis in developmental disabilities, 1968-1988 (2nd Ed.). Bloomington, IN: Society for the Experimental Analysis of Behavior.

B. A. Iwata, J. S. Bailey, N. A. Neef, D. P. Wacker, A. C. Repp, & G. Shook (Eds.) (1997). Behavior analysis in developmental disabilities, 1968-1997 (3rd Ed.). Bloomington, IN: Society for the Experimental Analysis of Behavior.

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