References

• 1977AN IMPLICIT TECHNOLOGY OF GENERALIZATION 13,349 cited
• 1976Single Case Experimental Designs: Strategies for Studying Behavior Change3,034 cited
• 1993TEACHING CHILDREN WITH AUTISM TO USE PHOTOGRAPHIC ACTIVITY SCHEDULES: MAINTENANCE AND GENERALIZATION OF COMPLEX RESPONSE CHAINS421 cited
• 1994TEACHING DAILY LIVING SKILLS TO CHILDREN WITH AUTISM IN UNSUPERVISED SETTINGS THROUGH PICTORIAL SELF‐MANAGEMENT363 cited
• 1983EFFECTS OF PICTURE PROMPTS ON THE ACQUISITION OF COMPLEX VOCATIONAL TASKS BY MENTALLY RETARDED ADOLESCENTS125 cited
• 1985GENERALIZATION AND MAINTENANCE OF COMPLEX SKILLS BY SEVERELY HANDICAPPED ADOLESCENTS FOLLOWING PICTURE PROMPT TRAINING112 cited
• 1981Teaching Mentally Retarded Adults to Cook111 cited
• 1979THE EFFECTS OF SEQUENTIAL PICTORIAL CUES, SELF‐RECORDING, AND PRAISE ON THE JOB TASK SEQUENCING OF RETARDED ADULTS98 cited
• 1992Effectiveness of a child-care training program for parents at-risk for child neglect.91 cited
• 1982The use of picture cues to establish self-control in the preparation of complex meals by mentally retarded adults78 cited
• 1985TEACHING SELECTED MICROCOMPUTER SKILLS TO RETARDED STUDENTS VIA PICTURE PROMPTS52 cited
• 1977Picture Recipe Cards as an Approach to Teaching Severely and Profoundly Retarded Adults to Cook43 cited
• 1987In Vivo Use of Picture Prompt Training to Increase Independent Work at a Restaurant35 cited