The major goal of this Project was to develop and evaluate the effectiveness of early contingency learning games to promote the learning and development of young children with profound and severe developmental delays and multiple disabilities. The project was funded, in part, by the U.S. Department of Education, Office of Special Education Programs (H324R010045) and the U.S. Department of Education, Institute of Education Sciences (H324A110025).
Dunst, C. J., Raab, M., & Hamby, D. W. (2018). Effects of contrasting approaches to the response-contingent learning of young children with significant developmental delays on parents' social-affective behavior. International Journal of Child Care and Education Policy, 12(12). Retrieved from https://link.springer.com/content/pdf/10.1186/s40723-018-0050-5.pdf.
Raab, M., Dunst, C. J., & Hamby, D. W. (2018). Multilevel linear modeling of the response-contingent learning of young children with significant developmental delays. Research in Developmental Disabilities, 81, 113-121. Retrieved from https://www.sciencedirect.com/science/article/pii/S0891422218300192.
Dunst, C. J., Raab, M., & Hamby, D. W. (2017). Contrasting approaches to the response-contingent learning of young children with significant delays and their social-emotional consequences. Research in Developmental Disabilities, 63, 67-73. Retrieved from http://www.puckett.org/Contrasting-approach-response-contingent-learning-young-children-significant-delays-social-emotional-conseq.pdf.
Raab, M., Dunst, C. J., & Hamby, D. W. (2017). Efficacy trial of contrasting approaches to the response-contingent learning of young children with significant developmental delays and multiple disabilities. Journal of Educational and Developmental Psychology, 7(1), 12-28. Retrieved from http://www.puckett.org/efficacy-trial-contrasting-approaches-response-contingent-learning-young-children-significant-dd-md.pdf.
Raab, M., Dunst, C. J., & Hamby, D. W. (2016). Effectiveness of contrasting approaches to response-contingent learning among children with significant developmental delays and disabilities. Research and Practice for Persons with Severe Disabilities, 41(1), 36-51.
Dunst, C. J., Raab, M., Trivette, C. M., Wilson, L. L., Hamby, D. W., & Parkey, C. (2010). Extended child and caregiver benefits of behavior-based child contingency learning games. Intellectual and Developmental Disabilities, 48, 259-270.
Raab, M., Dunst, C. J., Wilson, L. L., & Parkey, C. (2009). Early contingency learning and child and teacher concomitant social-emotional behavior. International Journal of Early Childhood Special Education, 1(1), 1-14. Retrieved from http://puckett.org/ECL-child-teach-con-social.pdf.
Dunst, C. J., & Kassow, D. Z. (2008). Caregiver sensitivity, contingent social responsiveness, and secure infant attachment. Journal of Early and Intensive Behavior Intervention, 5, 40-56. Retrieved from http://www.jeibi.com/.
Dunst, C. J., Trivette, C. M., Raab, M., & Masiello, T. (2008). Early child contingency learning and detection: Research evidence and implications for practice. Exceptionality, 16, 4-17. doi:10.1080/09362830701796743.
Dunst, C. J., Raab, M., Trivette, C. M., Parkey, C., Gatens, M., Wilson, L. L., French, J., & Hamby, D. W. (2007). Child and adult social-emotional benefits of response-contingent child learning opportunities. Journal of Early and Intensive Behavior Intervention, 4, 379-391. Retrieved from http://puckett.org/benefits-ELG.pdf.
Dunst, C. J., Raab, M., Trivette, C. M., Wilson, L. L., Hamby, D. W., Parkey, C., Gatens, M., & French, J. (2007). Characteristics of operant learning games associated with optimal child and adult social-emotional consequences. International Journal of Special Education, 22(3), 13-24. Retrieved from http://www.internationaljournalofspecialeducation.com/.
Dunst, C. J., Raab, M., Wilson, L. L., & Parkey, C. (2007). Relative efficiency of response-contingent and response-independent stimulation on child learning and concomitant behavior. Behavior Analyst Today, 8, 226-236. Retrieved from http://puckett.org/Rel-efficiencey-response-cont-stim-child-learning-behav.pdf.
Dunst, C. J., Lowe, L. W., & Bartholomew, P. C. (1990). Contingent social responsiveness, family ecology, and infant communicative competence. NSSLHA Journal, 17, 39-49.
Dunst, C. J., Cushing, P. J., & Vance, S. D. (1985). Response-contingent learning in profoundly handicapped infants: A social systems perspective. Analysis and Intervention in Developmental Disabilities, 5, 33-47. doi:10.1016/S0270-4684(85)80004-5.
Dunst, C. J., & Lingerfelt, B. (1985). Maternal ratings of temperament and operant learning in two- to three-month-old infants. Child Development, 56, 555-563.
Dunst, C. J. (1984). Infant visual attention under response-contingent and response-independent conditions. Journal of Applied Developmental Psychology, 5, 203-211.
Dunst, C. J., Pace, J., & Hamby, D. W. (2007). Evaluation of the Games for Growing tool kit for promoting early contingency learning (Winterberry Research Perspectives Vol. 1, No. 6). Asheville, NC: Winterberry Press.
Orelena Hawks Puckett Institute (Producer). (2005). Games for growing: Teaching your baby with early learning games [Multimedia]. Asheville, NC: Winterberry Press.
Orelena Hawks Puckett Institute (Producer). (2003). Project SEARCH: Making connections through active learning games [Visual recording]. Asheville, NC: Winterberry Press.
Dunst, C. J., Raab, M., Wilson, L., & Parkey, C. (1997, November). The response-contingent learning capabilities of young children with disabilities and their social-emotional concomitants. Presentation made at the International Division for Early Childhood Conference on Children with Special Needs, New Orleans, LA.
Raab, M., & Dunst, C. J. (1997, November). Extended benefits of active learning for young children with severe disabilities. Paper presented at the International Conference on Children with Special Needs, New Orleans, LA.
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