Reference & Reading List

This is the Reference and Reading List which lists the sources of research forming the basis of the RIGHT RESPONSE curriculum. The RIGHT RESPONSE curriculum is grounded on evidence and research-based studies.

Self Awareness

  1. Anisman, H. (2015). Stress and health: From vulnerability to resilience. Hoboken, NJ: Wiley-Blackwell.
  2. Burns, D. D. (2005). The feeling good handbook. New York: Nelson Business.
  3. Contrada, R. J., & Baum, A. (2010). The handbook of stress science: Biology, psychology, and health. New York: Springer Publishing Company.
  4. Folkman, S. (2011). The Oxford handbook of health, stress, and coping. New York: Oxford University Press.
  5. Keenan, E. K. (2010). Seeing the forest and the trees: Using dynamic systems theory to understand 'stress and coping' and 'trauma and resilience.' Journal of Human Behavior in The Social Environment, 20(8), 1038-1060
  6. Knight, B. G., & Sayegh, P. (2010). Cultural values and caregiving: The updated sociocultural stress and coping model. Journals of Gerontology Series B: Psychological Sciences & Social Sciences, 65B(1), 5-13
  7. Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. New York: Springer Publishing Company.
  8. Mackay, C., & Pakenham, K. (2012). A stress and coping model of adjustment to caring for an adult with mental illness. Community Mental Health Journal, 48(4), 450-462
  9. McEwen, B., & Lasley, E. N. (2002). The end of stress as we know it. Washington, D.C.: Joseph Henry Press.
  10. McGonigal, K. (2015). The upside of stress: Why stress is good for you, and how to get good at it. New York: Penguin Random House, LLC.
  11. McGrath, A. (2013). Links between the conduct of carers and clients' challenging behaviour. Learning Disability Practice, 16(6), 30-32.
  12. Rothman, J. C. (1999). The self-awareness handbook for social workers. Boston: Allyn and Bacon.
  13. Sapolsky, R. M. (2004). Why zebras don't get ulcers: The acclaimed guide to stress, stress-related diseases, and coping (3rd Ed.). New York: Henry Holt and Company.
  14. Wong, P. P., & Wong, L. J. (2006). Handbook of multicultural perspectives on stress and coping. Dallas, TX: Spring Publications.
  15. Zijlmans, L. J., Embregts, P. J., Bosman, A. M., & Willems, A. P. (2012). The relationship among attributions, emotions, and interpersonal styles of staff working with clients with intellectual disabilities and challenging behavior. Research in Developmental Disabilities, 33(5), 1484-1494.
  16. Zijlmans, L. J., Embregts, P. J., & Bosman, A. M. (2013). Emotional intelligence, emotions, and feelings of support staff working with clients with intellectual disabilities and challenging behavior: An exploratory study. Research in Developmental Disabilities, 34(11), 3916-3923.

Positive Behavior Support

  1. Alberto, P. A., & Troutman, A. C. (2012). Applied behavior analysis for teachers (9th Ed.). New York: Pearson.
  2. Baker, B., & Ryan, C. (2014). The PBIS team handbook: Setting expectations and building positive behavior. Minneapolis, MN: Free Spirit Publishing, Inc.
  3. Brown, F., Anderson, J., & De Pry, R. L. (2015). Individual positive behavior supports: A standards-based guide to practices in school and community settings. Baltimore, MD: Paul H. Brookes Publishing Company.
  4. Fettig, A., Schultz, T. R., & Sreckovic, M. A. (2015). Effects of coaching on the implementation of functional assessment-based parent intervention in reducing challenging behaviors. Journal of Positive Behavior Interventions, 17(3), 170-180.
  5. Gable, R. A., Park, K. L., & Scott, T. M. (2014). Functional behavioral assessment and students at risk for or with emotional disabilities: Current Issues and Considerations. Education & Treatment of Children, 37(1), 111-135.
  6. Hieneman, M. (2015). Positive behavior support for individuals with behavior challenges. Behavior Analysis in Practice, 8(1), 101-108.
  7. Howarth, S., Morris, D., Newlin, M., & Webber, M. (2016). Health and social care interventions which promote social participation for adults with learning disabilities: a review. British Journal of Learning Disabilities, 44(1), 3-15.
  8. Koegel, L. K., Koegel, R., & Dunlap, G. (1996). Positive behavioral support: Including people with difficult behavior in the community. Baltimore, MD: Paul H. Brookes Publishing Company.
  9. Luiselli, J., & Becker, A. (2006). Antecedent assessment and intervention: Supporting children and adults with developmental disabilities in community settings. Baltimore, MD: Paul H. Brookes Publishing Company.
  10. Manente, C. J., Maraventano, J. C., LaRue, R. H., Delmolino, L., & Sloan, D. (2010). Effective behavioral intervention for adults on the autism spectrum: Best practices in functional assessment and treatment development. Behavior Analyst Today, 11(1), 36-48.
  11. Matson, J. L., Neal, D., & Kozlowski, A. M. (2012). Treatments for the challenging behaviours of adults with intellectual disabilities. Canadian Journal of Psychiatry, 57(10), 587-592
  12. Matson, J. L., Shoemaker, M. E., Sipes, M., Horovitz, M., Worley, J. A., & Kozlowski, A. M. (2011). Replacement behaviors for identified functions of challenging behaviors. Research in Developmental Disabilities, 32(2), 681-684.
  13. Mazza, J. J., Dexter-Mazza, E. T., Miller, A. L., Rathus, J. H., & Murphy, H. E. (2016). DBT® skills in schools: Skills training for emotional problem-solving for adolescents (DBT STEPS-A). New York: Guilford Press.
  14. Moreno, G. (2010). No need to count to ten: Advocating for the early implementation of the functional behavioural assessment in addressing challenging behaviours. Emotional & Behavioural Difficulties, 15(1), 15-22.
  15. Rojahn, J., Schroeder, S. R., & Hoch, T. A. (2007). Self-injurious behavior in intellectual disabilities. Burlington: Elsevier Science.
  16. Rooker, G. W., DeLeon, I. G., Borrero, C. W., Frank-Crawford, M. A., & Roscoe, E. M. (2015). Reducing ambiguity in the functional assessment of problem behavior. Behavioral Interventions, 30(1), 1-35.
  17. Storey, K., & Post, M. (2014). Positive behavior support for adults with disabilities in employment, community, and residential settings: Practical strategies that work. Springfield, IL: Charles Thomas Publisher, Ltd.
  18. Sturmey, P., & Didden, R. (2014). Evidenced-based practice and intellectual disabilities. Hoboken, NJ: Wiley-Blackwell.
  19. Zakrajsek, A. G., Hammel, J., & Scazzero, J. A. (2014). Supporting people with intellectual and developmental disabilities to participate in their communities through support staff pilot intervention. Journal of Applied Research in Intellectual Disabilities, 27(2), 154-162.


  1. Blackburn, J., McKenna, B., Jackson, B., Hitch, D., Benitez, J., McLennan, C., & Furness, T. (2016). Educating mental health clinicians about sensory modulation to enhance clinical practice in a youth acute inpatient mental health unit: A feasibility study. Issues in Mental Health Nursing, 37(7), 517-525.
  2. Duperouzel, H. (2008). 'It's OK for people to feel angry:' The exemplary management of physical aggression. Journal of Intellectual Disabilities, 12(4), 295-307.
  3. Hallett, N., & Dickens, G. L. (2015). De-escalation: A survey of clinical staff in a secure mental health inpatient service. International Journal of Mental Health Nursing, 24(4), 324-333
  4. Johnson, A. (2016). Verbal de-escalation for persons in positions of authority. SafeClinch Training System.
  5. Karph, A. (2006). The human voice: How this extraordinary instrument reveals essential clues about who we are. New York: Bloomsbury Publishing.
  6. Lavelle, M., Stewart, D., James, K., Richardson, M., Renwick, L., Brennan, G., & Bowers, L. (2016). Predictors of effective de-escalation in acute inpatient psychiatric settings. Journal of Clinical Nursing, 25(15/16), 2180-2188
  7. Price, O., & Baker, J. (2012). Key components of de-escalation techniques: A thematic synthesis. International Journal of Mental Health Nursing, 21(4), 310-319.


  1. Ellis, S., & Davidi, I. (2005). After-event reviews: drawing lessons from successful and failed experience. Journal of Applied Psychology, 90(5), 857-871.
  2. Ellis, S., Mendel, R., & Nir, M., (2006). Learning from successful and failed experience: the moderating role of kind of after-event review. Journal of Applied Psychology, 91(3), 669-680.
  3. Green, R. (2014). The explosive child: A new approach for understanding and parenting easily frustrated, chronically inflexible children. New York: HarperCollins Publishers.
  4. Carrick, L. (2014). Person-centered counsellors' experiences of working with clients in crisis: A qualitative interview study. Counselling & Psychotherapy Research, 14(4), 272-280.
  5. Hensel, J. M., Lunsky, Y., & Dewa, C. S. (2012). Exposure to client aggression and burnout among community staff who support adults with intellectual disabilities in Ontario, Canada. Journal of Intellectual Disability Research, 56(9), 910-915.
  6. Mathieu, F. (2011). The compassion fatigue workbook: Creative tools for transforming compassion fatigue and vicarious traumatization (Psychosocial Stress Series). London: Routledge.
  7. McPheat, G., & Butler, L. (2014). Residential child care agencies as learning organizations: Innovation and learning from mistakes. Social Work Education, 33(2), 240-253.
  8. Ruttan, R. L., McDonnell, M., & Nordgren, L. F. (2015). Having 'been there' doesn't mean I care: When prior experience reduces compassion for emotional distress. Journal of Personality and Social Psychology, 108(4), 610-622.

Physical Safety

  1. Barnard-Brak, L., Feiya, X., & Xiaoya, L. (2014). Factors associated with the use of restraints in the public schools. Education & Treatment of Children, 37(3), 461-475.
  2. Duperouzel, H., & Fish, R. (2008). Why couldn't I stop her? Self-injury: the views of staff and clients in a medium secure unit. British Journal of Learning Disabilities, 36(1), 59-65.
  3. Knotter, M. H., Wissink, I. B., Moonen, X. M., Stams, G. J., & Jansen, G. J. (2013). Staff's attitudes and reactions towards aggressive behaviour of clients with intellectual disabilities: A multi-level study. Research in Developmental Disabilities, 34(5), 1397-1407
  4. Knutzen, M., Mjosund, N. H., Eidhammer, G., Lorentzen, S., Opjordsmoen, S., Sandvik, L., & Friis, S. (2011). Characteristics of psychiatric inpatients who experienced restraint and those who did not: a case-control study. Psychiatric Services, 62(5), 492-497.
  5. Laiho, T., Kattainen, E., Åstedt-Kurki, P., Putkonen, H., Lindberg, N., & Kylmä, J. (2013). Clinical decision making involved in secluding and restraining an adult psychiatric patient: an integrative literature review. Journal of Psychiatric & Mental Health Nursing, 20(9), 830-839.
  6. LeBel, J., Huckshorn, K. A., & Caldwell, B. (2010). Restraint use in residential programs: why are best practices ignored? Child Welfare, 89(2), 169-187.
  7. Mulholland, H. (2015). Guidance moves away from the use of physical restraint. Mental Health Practice, 18(10), 8-9.
  8. Simonsen, B., Sugai, G., Freeman, J., Kern, L., & Hampton, J. (2014). Ethical and professional guidelines for use of crisis procedures. Education & Treatment of Children, 37(2), 307-322.
  9. Wilkins, D. (2012). Ethical dilemmas in social work practice with disabled people: The use of physical restraint. Journal of Intellectual Disabilities, 16(2), 127-133.
  10. Zelnick, J. R., Slayter, E., Flanzbaum, B., Butler, N. G., Domingo, B., Perlstein, J., & Trust, C. (2013). Part of the job? Workplace violence in Massachusetts social service agencies. Health & Social Work, 38(2), 75-85.