Skin Shock Papers and Presentations by JRC Staff

• Israel, Matthew, L., Blenkush, Nathan, A., von Heyn, Robert, E., and Sands, Christine, C. (2007). Seven Case Studies of Individuals Expelled from Positive-Only Programs.
  
  
• Israel, Matthew, L., Blenkush, Nathan, A., von Heyn, Robert, E., and Rivera, Patricia, M. (2007). Treatment of Aggression with Behavioral Programming That Includes Supplementary Skin-Shock.
  
  
• Blenkush, Nathan, A., von Heyn, Robert, E., and Israel, Matthew L. (2007). An Example of the Effectiveness of Contingent Skin Shock with Problem Behaviors that Proved Refractory to Standard Positive-Only Techniques.
  
  
• Blenkush, Nathan, A., von Heyn, Robert, E., and Israel, Matthew, L. (2007). The Effect of Contingent Skin Shock on Treated and Untreated Behaviors.
  
  
• Jaberg, Peter E., Vlok, Andre, Assalone, Joseph, Silva, Rosemary, Israel, Matthew L. (2007). Is the Behavioral Progress Made at JRC Sustainable and Generalizable? A Follow-Up Study of Former JRC Students.
   
• Israel, M., Vlok, Andre, Assalone, J., Silva, R., Jaberg P. (2006). Is Behavioral Treatment Implemented at JRC Generalizable? A Follow-Up Study of Former JRC Students.
   
• von Heyn, R., Kelley, M., Israel, M., (2006). Successful Reduction of Ritualistic Behaviors in a 36-year-old Woman with Obsessive Compulsive Disorder with Contingent Skin Shock.
   
• Israel, L., Matthew, E., Langford, von Heyn, E., R., Lowther, N., Rivera, P., Sutherland, H., Sowersby, K., and Kelley, M. (2005). Effectiveness of Intense Positive Programming and Supplemental Contingent Skin Shock Device in Reducing the Frequency of Severe Maladaptive Behaviors for Individuals in a Residential Treatment Center.
   
• von Heyn, R., Israel, M., and Kelley, M. (2005). The Successful Use of Contingent Skin Shock Following Years of Positive-Only Programming: Two Case Studies Using a Multiple Baseline Across Individuals and Behaviors with Long Term Follow-Up.
   
• Wong, S., Vlok, A., von Heyn, R., Israel, M., Assalone, J., and Silva, R. (2005). Follow-Up Study of 45 Former Students of the Judge Rotenberg Educational Center.
   
• Rivera, P., von Heyn, R., and Israel, M. (2004). The Use of Behavioral Interventions to Decrease the Frequency of Inappropriate Behavior in an Adult Male with Paranoid Schizophrenia.
   
• Rivera, P., Israel, M., McGarry, C., and Sutherland, H. (2003). Using the Graduated Electronic Decelerator to Target Antecedent Behaviors with MR/Autistic Students.
   
• Worsham, R., von Heyn, R., Israel, M., Wong, S., Paisey, T., and Griffin, J. (2003). Contingent Electrical Stimulation as a Treatment for Violent Disruptive Behaviors in Students with Asperger’s Disorder.
   
• von Heyn, R., Israel, M., Worsham, R., and Burns, M. (2002). Treatment of Severe Aggression and Self-Injury with Contingent Electric Shock.
   
• von Heyn R., Israel, M., and Worsham, R. (2003). Treatment of Severe Aggression and Self-Injury with Contingent Skin Shock with Individuals with Psychiatric Diagnoses without Developmental Delays.
   
• von Heyn R., Israel, M., and Worsham, R. (1993). A Comparison of the Long-Term Decelerative Effectiveness of Two Intensities of Contingent Electric Shock on Aggressive and Health Dangerous Behavior with Individuals with Severe Behavioral Disorders.
   
   
• Worsham, R., Israel, M., and von Heyn, R. (1992). Treatment of Life-Threatening Vomiting and Rumination with Contingent Electric Shock.

Other Papers and Presentations by JRC Staff

• Hunt, Jill E., Harrington, Michelle, I., and Israel, Matthew, L. (2007). Comparing the Use of SAFMEDS and Computerized Flashcards.
   

• Harrington, Michelle I., Hunt, Jill E., and Israel, Matthew, L. (2007). The Use of a Precision Teaching Computer Curriculum to Teach Greek Prefixes and Suffixes.
   

• Harrington, M., Galvin, A., Langford, E., and Israel, M. (2006). Using a Precision Teaching Software to Teach Letter Matching and Association Skills of Uppercase and Lowercase Letters.
   

• Galvin, A., Harrington, M., Langford, E., and Israel, M. (2006). The Value of Building Fluency on Individually-Determined Error Sets in the Teaching of Basic Math Facts.
   

• Vincent, T., Ilsley, K., Thomas, K., Langford, E., and Israel, M. (2006). The Effectiveness of Programmed Opportunities to Decelerate the Frequency of Inappropriate Staff Interactions in the Workplace.
   

• Galvin, A., Harrington, M., Langford, E., and Israel, M. (2005). Comparison of Two Error Correction Procedures within a Precision Teaching Framework During Learning to Read Words.
   

• Harrington, M., Galvin, A., Langford, E., and Israel, M. (2005). The Effect of Performance Rate on Retention.
   

• Harrington, M., Galvin, A., Langford, E., and Israel, M. (2005). The Use of Precision Teaching in a Spelling Curriculum.
   

• Harrington, M., Langford, E., Israel, M., and Holland, E. (2005). Is there a Relationship Between Reading Comprehension and Reading Fluency?
   

• Langford, E., Galvin A., Israel, M., Harrington M., and Worsham R. (2005). The Use of Curriculum Steps to Teach Math Facts.
   

• Rivera, P., von Heyn, R., Joseph, A., Northman, L., and Israel, M. (2005). Using Standard Celeration Charts to Support Discontinuation of Anti-Psychotic Medications with Individuals with Severe Behavior Disorders in a Residential Facility.

• Traywick, J., Langford, E., McGarry, C., Rivera, P., and Israel, M. (2005). The Effects of a Token Economy System Specifically Targeting Academic Performance for Students with Severe Behavior Disorders.

• von Heyn, R., Langford, E., Krause, K., and Kelley, M. (2005). The Development of a Digital Video Recording System Allowing Real Time Monitoring of 40 Residences Spread Throughout Southern Massachusetts Across the Internet.

• Burke, E., Watts, A., Langford, E., Israel, M. (2004). Effects of Practice in Combining Sentences on Writing Fluency.
   

• Harrington, M., Langford, E., Israel, M. and Holland, E. (2004). Does Learning to Answer Basic Math Facts Through the See/Type Channel Generalize to the See/Write Channel?
   

• Harrington, M., Langford, E., Israel, M. and Holland, E. (2004). Is There A Relationship Between Reading Comprehension and Reading Fluency?
   

• von Heyn, R., Israel, M., Paisey, T., Joseph, A., Kelley, M., and Sutherland, H. (2004). Minimization of the Use of Psychotropic Medication in a Large Residential Facility.
   

• Wong, S., von Heyn, R., Israel, M., Assalone, J., and Silva, R. (2004). Follow-Up Study of 39 Former Students of the Judge Rotenberg Educational Center.
   

• Giuliano, K., Israel, M., and Boisvert, C. (2003). The Use of Accelerative and Decelerative Consequences to Improve Accurate Reporting of DRO Contract Rewards.
   

• Harrington, M., Paisey, T., Israel M., Langford, E., and Holland, E. (2003). Improved Standard Scores in Spelling Utilizing Precision Teaching with Computer Self-Instruction Software and Reward Systems.
   

• Holland, E., Israel, M., Worsham, R., Paisey, T., O’Neall Harrington, M., and Langford E. (2003). Does Learning to Type Words from Dictation Automatically Impart the Skill of Reading Those Words?
   

• Paisey, T., Israel, M., Langford, E., Holland, E., Kelley, M., and Melone, C. (2003). Improved Activities of Daily Living Skills Generalized Across Academic and Residential Settings Utilizing a Precision Teaching Approach.
   
• Parrillo, L., Rivera, P., Israel, M., Boisvert, C. (2003). Effects of Positive-Only Behavioral Programming to Replace the Need for Psychotropic Medication to Control Behavior.
   

• Worsham, R., von Heyn, R., and Israel, M. (2002). Medication and Behavior Modification Treatment in Cases of Schizophrenia, Bipolar Disorder, and Head Injury (CBM).