Douglas Cullinan

North Carolina State University

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Co-Authors

Michael H. Epstein

University of Nebraska–Lincoln

Matthew C. Lambert

University of Illinois Urbana-Champaign

John Wills Lloyd

University of Virginia

James M. Kauffman

University of Virginia

Edward J. Sabornie

North Carolina State University

Jodie Martin

Pro Ed (United States)

Jerry F. Luebke

Independent Colleges and Universities of Florida

Antonis Katsiyannis

Clemson University

Philip D. Nordness

University of Nebraska at Omaha

Gail Ryser

Texas State University

Cooperative Institutions

Northern Illinois University

University of Virginia

University of Nebraska–Lincoln

North Carolina State University

Southern Illinois University Carbondale

Georgia State University

University of Kansas

Pro Ed (United States)

Virginia Department of Education

Communication Disorders Technology (United States)

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Decreasing “obscene” language of behaviorally disordered children through the use of a DRL schedule

Psychology in the Schools (1978)

Michael H. Epstein Alan C. Repp Douglas Cullinan

The purpose of the present study was to determine the value of DRL schedules in reducing the behavior of a group of behaviorally disordered children. During the DRL procedure, reinforcement was made available for inappropriate language that was less than a prescribed limit for each day. When the DRL limit was successively decreased across weeks, the behavior of the students systematically decreased. Data indicated that reinforcing low rates of behavior may be an effective alternative to the use of aversive contingencies to reduce the misbehavior of such children.

Value (mathematics)

10.1002/1520-6807(197807)15:3<419::aid-pits2310150321>3.0.co;2-k

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Citations (18)

Using Social Comparison Procedures in Educating Behaviorally Disordered Pupils

Behavioral Disorders (1982)

Michael H. Epstein Douglas Cullinan

Social comparison is an applied behavior analysis evaluation procedure that may help educators evaluate whether or not an improvement in classroom functioning has practical value to the treated pupil. This paper describes how to use the social comparison procedure. As an illustration, a case is presented in which the effects of a reading program on the performance of a behaviorally disordered pupil was evaluated through social comparison. Practical implications are offered pertaining to the use of social comparison in education programs for such pupils.

Value (mathematics)

Social Skills

10.1177/019874298200700402

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Citations (2)

Characteristics of emotional disturbance of female and male students in elementary, middle, and high school

Psychology in the Schools (2022)

Douglas Cullinan Matthew C. Lambert Michael H. Epstein

Abstract Provide data on the five characteristics of emotional disturbance (ED). For 503 students with ED and 2016 without disabilities, teachers rated the characteristics ( Inability to Learn ; Relationship Problems ; Inappropriate Behavior ; Unhappiness or Depression ; Physical Symptoms or Fears ), plus Socially Maladjusted . We applied a 2 (ED, without disabilities) × 2 (female, male) × 3 (elementary, middle, high school) covariance analysis, with follow‐up comparisons. Students with ED showed greater problems than students without disabilities on all five characteristics, and Socially Maladjusted . On Inability to Learn , among students with ED genders did not differ at elementary but males had greater problems at middle school. On Inappropriate Behavior and Physical Symptoms or Fears , students with ED varied across school levels but students without disabilities did not. All five characteristics discriminated students with ED from those without disabilities. Differences between genders and school levels varied across characteristics.

Depression

10.1002/pits.22803

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An Inexpensive Device for Programming Ratio Reinforcement

The Psychological Record (1972)

James M. Kauffman Douglas Cullinan Thomas R. Scranton Gerald Wallace

10.1007/bf03394123

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Citations (2)

Social Behavior Problems of Learning Disabled and Normal Girls

Journal of Learning Disabilities (1984)

Michael H. Epstein Douglas Cullinan Gayla S. Nieminen

The present study compares teacher ratings of LD and normal girls, grouped at three age levels, on school emotional and behavior problems as measured by the Behavior Problem Checklist. Personality Problem (e.g., anxiety, withdrawal) was the only factor dimension that differentiated LD from non—LD girls, and these differences were not apparent at every age level. The number of problems increased with age for normal girls, but older and younger LD girls showed higher levels of problem behaviors than LD girls in the middle-age group. Research and other implications of these findings are discussed.

Behavior problem

Learning disabled

10.1177/002221948401701007

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Citations (18)

Foreword

Exceptional Education Quarterly (1983)

Douglas Cullinan Michael H. Epstein

10.1177/074193258300400302

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Citations (0)

Defining Autism: Variability in State Education Agency Definitions of and Evaluations for Autism Spectrum Disorders

Autism Research and Treatment (2014)

Malinda L. Pennington Douglas Cullinan Louise B. Southern

In light of the steady rise in the prevalence of students with autism, this study examined the definition of autism published by state education agencies (SEAs), as well as SEA-indicated evaluation procedures for determining student qualification for autism. We compared components of each SEA definition to aspects of autism from two authoritative sources: Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR) and Individuals with Disabilities Education Improvement Act (IDEA-2004). We also compared SEA-indicated evaluation procedures across SEAs to evaluation procedures noted in IDEA-2004. Results indicated that many more SEA definitions incorporate IDEA-2004 features than DSM-IV-TR features. However, despite similar foundations, SEA definitions of autism displayed considerable variability. Evaluation procedures were found to vary even more across SEAs. Moreover, within any particular SEA there often was little concordance between the definition (what autism is) and evaluation procedures (how autism is recognized). Recommendations for state and federal policy changes are discussed.

Concordance

10.1155/2014/327271

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Citations (67)

Understanding and Delivering Interventions for Students with Schizophrenia and Other Psychotic Disorders

Beyond Behavior (2016)

Jessica Wery Douglas Cullinan

10.1177/107429561602500104

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Citations (0)

Behavior problems of handicapped adolescent female students

Journal of Youth and Adolescence (1984)

Douglas Cullinan Robert M. Schultz Michael H. Epstein Jerry F. Luebke

Learning disabled

Health psychology

Behavior problem

Mentally retarded

10.1007/bf02088653

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Citations (6)

Reliability of the Matching Familiar Figures Test Scores of Learning Disabled Children

Perceptual and Motor Skills (1977)

Michael H. Epstein Douglas Cullinan John Wills Lloyd

The reliability of the Matching Familiar Figures Test with impulsive learning disabled boys was investigated. 20 children were tested in two sessions separated by a 2-mo. period. Significant correlations for response time and errors scores indicated a high level of stability over time. Educational implications were discussed.

Learning disabled

10.2466/pms.1977.45.1.56

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Citations (2)