___

• Bambara, L. M., & Koger, F. (1996). Innovations: Opportunities for daily choice making. Washington, DC: American Association on Mental Retardation.
• Bambara, L. M., Ager, C., & Koger, F. (1994). The effects of choice and task preference on the work performance of adults with severe disabilities. Behavior Analysis, 27, 555-556. of Applied
• Bambara, L. M., Koger, F., Katzer, T. & Davenport, T. A. (1995). Embedding choice making in the context of daily routines: An experimental case study. The Journal of the Association for the Severely Handicapped, 20, 185-195.
• Beukelman, D. R., & Mirenda, P. (1998). Augmentative and alternative communication: Management of severe communication disorders in children and adults (2. baskı). Baltimore: Paul H. Brookes.
• Brown, F. Belz, P., Corsi, L. & Wenig, B. (1993). Choice diversity for people with severe disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 33, 318-326.
• Carter, C. M. (2001). Using choice with game play to increase language skills and interactive behaviors in children with autism. Journal of Positive Behavior Interventions, 3, 131-151.
• Chickie-Wolfe, L. A. (1998). Effects of choice making on the adaptive behaviors of adolescents with emotional disturbance. Yayımlanmamış doktora tezi, Vanderbilt Universitesi, Nashville, Tennessee, ABD.
• Cole, C. L., & Levinson, T. R. (2002). Effects of within-activity choices on the challenging behavior of children with severe developmental disabilities. Journal of Positive Behavior Interventions, 4, 29-37, 52.
• Dibley, S. & Lim, L. (1999). Providing choice making opportunities within and between daily school routines. Journal of Behavioral Education, 9, 117-132.
• Dunlap, G., & Liso, D. (2004). Using choice and preference to promote improved behavior. What Works Brief Series, Erişim 30/08/2004, http://csefel.uiuc.edu.
• Dunlap, G., Deperczel, M., Clarke, S., Wilson, D., Wright, S., White, R., & Gomez, A. (1994). Choice making to promote adaptive behavior for students with emotional and behavioral challenges. Journal of Applied Behavior Analysis, 27, 505-518.
• Dyer, K., Dunlap, G., & Winterling, V. (1990). Effects of choice making on the serious problem behaviors of students with severe handicaps. Journal of Applied Behavior Analysis, 23, 515-524.
• Field, S., Martin, J., Miller, R., Ward, M. & Wehmeyer, M. L. (1998). A practical guide to teaching self-determination. Reston, VA : Council for Exceptional Children.
• Foster-Johnson, L., Ferro, J., & Dunlap, G. (1994). Preferred curricular activities and reduced problem behaviors in students with intellectual disabilities. Journal of Applied Behavior Analysis, 27, 493-504.
• Green, C. W. & Reid, D. H. (1999). Reducing indices of unhappiness among individuals with profound multiple disabilities during therapeutic exercise routines. Journal of Applied Behavior Analysis, 32, 137-147.
• Green, C. W., Reid, D. H., Canipe, V. S., & Gardner, S. M. (1991). A comprehensive evaluation of reinforcer identification process for persons with profound multiple handicaps. Journal of Applied Behavior Analysis, 24, 537-552.
• Green, C. W., Reid, D. H., Rollyson, J. H. & Passante, S. C. (2005). Reducing indices of unhappiness among individuals with profound multiple disabilities during therapeutic exercise routines. Journal of Applied Behavior Analysis, 38, 221-233.
• Green, C. W., Reid, D. H., White, L. K., Halford, R. C., Brittain,D. P., & Gardner, S. M. (1988). Identifying reinforcers for persons with profound handicaps: Staff opinion versus systematic assessment of preferences. Journal of Applied Behavior Analysis, 21, 31-43.
• Gunsalus, C. C. (2001). The effect of choice on on- task behavior with learning disabilities in an inclusionary setting. Yayımlanmamış doktora tezi, Ball State Üniversitesi, Muncie, Indiana, ABD.
• Harding, J. W., Wacker, D. P., Berg, W. K., Barreto, A., & Rankin, B. (2002). Assessment and treatment of severe behavior problems using choice making procedures. Education and Treatment of Children, 25, 26-46.
• Jolivette, K. (1999). Effects of choice making opportunities on the behaviors of students with emotional and behavioral disorders. Yayımlanmamış doktora tezi, Vanderbilt Universitesi, Nashville, Tennessee, ABD.
• Jolivette, K., Stichter, J. P., Sibilsky, S., Scott, T. M., & Ridgley, R. (2002). Naturally occuring opportunities for preschool children with or without disabilities to make choices. Education and Treatment of Children, 25, 396-414.
• Katz, I. & Assor, A. (2007). When choice motivates and when it does not. Educational Psychology Review, 19, 429-442.
• Kearney, C. A., & McKnight, T. J. (1997). Preference, choice, and persons with disabilities: A synopsis of assessments, interventions, and future directions. Clinical Psychology Review, 17, 217-238.
• Kern, L., Mantegna, M. E., Vorndran, C. M., Bailin, D. & Hilt, A. (2001). Choice of task sequence to reduce problem behaviors. Journal of Positive Behavior Interventions, 3, 3-10.
• Koegel, R. L., Dyer, K., & Bell, L. K. (1987). The influence of child-preferred activities on autistic children’s social behavior. Journal of Applied Behavior Analysis, 20, 243-252.
• Logan, K. R., & Gast, D. L. (2001). Conducting preference assessments and reinforcer testing for individuals with profound multiple disabilities: Issues and procedures. Exceptionality, 9, 123-134.
• Lohrmann-O’Rourke, S., Browder, D. B. & Brown, F. (2000). Guidelines for conducting socially valid systematic preference assessments. The Journal of the Association for Persons with Severe Handicaps, 25, 42-53.
• Martin, T. L., Yu, C. T., Martin, G. L. & Fazzio, D. (2006). On choice, preference and preference for choice. The Behavior Analyst Today, 7, 234-241.
• Moes, D. R. (1998). Integrating choice making opportunities within teacher-assigned academic tasks to facilitate the performance of children with autism. The Journal of the Association for Persons with Severe Handicaps, 23, 319-328.
• Morrison, K. & Rosales-Ruiz, J. (1997). The effect of object preferences on task performance and stereotypy in a child with autism. Research in Developmental Disabililies, 18, 127-137.
• Newman, B., Needelman, M., Reinecke, D. R. & Robek, A. (2002). The effect of providing choices on skill acqusition and competing behavior of children with autism during discrete trial instruction. Behavioral Interventions, 17, 31-41.
• Odom, S. L., Brown, W. H., Frey, T., Karasu, N., Smith-Canter, L. L., & Strain, P. S. (2003). Evidence-based practices for young children with autism: Contributions for single-subject design research. Focus on Autism and Other Developmental Disabilities, 18, 166-175.
• Pace, G. M., Ivancic, M. T., Edwards, G. L., Iwata, B. A., & Page, T. C. (1985). Assessment of stimulus preference and reinforcer value with profoundly retarded individuals. Journal of Applied Behavior Analysis, 18, 249-255.
• Parsons, M. B., Reid, D. H., Reynolds, J., & Bumgarner, M. (1990). Effects of chosen versus assigned jobs on the work performance of persons with severe handicaps. Journal of Applied Behavior Analysis, 23, 253-258.
• Peck, S. M., Wacker, D. P., Berg, W. K., Cooper, L. J., Brown, K. A., Richman, D., McComas, J. J., Frischmeyer, P., & Millard, T. (1996). Choice-making treatment of young children’s severe behavior problems. Journal of Applied Behavior Analysis, 29, 263-290.
• Peterson, S. M. P., Caniglia, C., & Royster, A. J. (2001). Application of choice-making intervention for a student with multiply maintained problem behavior. Focus on Autism and Other Developmental Disabilities, 16(4), 240-246.
• Reid, D. H., Emerson, J. M., & Green, C. W. (1999). A systematic evaluation of preferences identified through person-centered planning for people with profound multiple disabilities. Journal of Applied Behavior Analysis, 32, 467-477.
• Romaniuk, C., & Miltenberger, R. G. (2001). The influence of preference and choice of activity on problem behavior. Journal of Positive Behavior Interventions, 3, 152-159.
• Roscoe, E. M., Iwata, B. A. & Kahng, S. W. (1999). Relative versus absolute reinforcement effects: Implications for preference assessments. Journal of Applied Behavior Analysis, 32, 479-493.
• Salmento, M., & Bambara, L. M. (2000). Teaching staff members to provide choice opportunities for adults with multiple disabilities. Journal of Positive Behavior Interventions, 2, 12-21.
• Shevin, M., & Klein, N. K. (1984). The importance of choice-making skills for students with severe disabilities. The Journal of The Association for the Severely Handicapped, 9, 159-166.
• Shogren, K. A. & Turnbull, A. P. (2006). Promoting self-determination in young children with disabilities: The critical role of families. Infants & Young Children, 19, 338- 352.
• Shogren, K. A., Faggelle-Luby, M. N., Bae, S. J., & Wehmeyer, M. L. (2004). The effect of choice-making as an intervention for problem behavior. Journal of Positive Behavior Interventions, 6, 228-237.
• Shriner, C. L. L. (2000). Comparing the effects of teacher- vs. child- sequenced tasks on the behavior of young children with developmental disabilities. Yayımlanmamış doktora tezi, Minnesota Üniversitesi, Duluth, Minnesota, ABD.
• Simpson, R. L. (2005). Evidence-based practices and students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 20, 140-149.
• Snell, M., & Brown, F. (2000). Instruction of students with severe disabilities (5.baskı). New Jersey: Prentice Hall.
• Spevack, S., Martin, T. L., Heibert, R., Yu, C. T. & Martin, G. L. (2004). Effects of choice of work tasks on on-task, aberrant, happiness and unhappiness behaviors of persons with developmental disabilities. Journal on Developmental Disabilities, 11(2), 79-97.
• Stafford, A. M. (1999). Preference variability and the instruction of choice making with students with severe intellectual disabilities. Yayımlanmamış doktora tezi, Georgia State Üniversitesi, Acworth, Georgia, ABD.
• Stafford, A. M., Alberto, P. A., Fredrick, L. D., Heflin, L. J., & Heller, K. W. (2002). Preference variability and the instruction of choice making with students with severe intellectual disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 37, 70-88.
• Treece, A., Gregory, S., Ayres, B., & Mendis, K. (1999). “I always do what they tell met o do”: Choice-making opportunities in the lives of two older persons with severe learning difficulties living in a community setting. Disability & Society, 14, 791-804.
• Ülke-Kürkçüoğlu, B. (2007). Otistik özellik gösteren çocuklara bire-bir öğretimde etkinlikler içi ve arası seçim fırsatları sunmanın etkilerinin karşılaştırılması. Yayımlanmamış doktora tezi, Anadolu Üniversitesi, Eskişehir, Türkiye.
• Vaughn, B. J. & Horner, R. H. (1997). Identifying instructional tasks that occasion problem behaviors and assessing the effects of student versus teacher choice among these tasks. Journal of Applied Behavior Analysis, 30, 299-312.
• Watanabe, M., & Sturmey, P. (2003). The effect of choice-making opportunities during activity schedules on task engagements of adults with autism. Journal of Autism and Developmental Disorders, 33, 535- 538.
• Wehmeyer, M. L. (2003). Self-determination, vocational rehabilitation and workplace supports. Rehabilitation, 19, 67-69.
• Wehmeyer, M. L., Agran, M., & Hughes, C. (1998). Teaching self determination to students with disabilities. Baltimore: Paul H. Brookes.
• Wood, W. M., Karvonen, M., Test, D. W., Browder, D. & Algozzine, B. (2004). Promoting student self-determination skills in IEP planning. Teaching Exceptional Children, 36(3), 8-16.
• Zhou, L., Iwata, B. A., Goff, G. A., & Shore, B. A. (2001). Longitudinal analysis of leisure-item preferences. Journal of Applied Behavior Analysis, 34, 179-184. YAZAR NOTU
• Bu çalışmanın her aşamasında bilgi ve görüşlerini paylaşan, emeğini ve vaktini hiçbir zaman esirgemeyen,
• yoğun katkıları olan değerli hocam Prof.Dr. Gönül Kırcaali-İftar’a sonsuz teşekkürlerimi sunarım.