References

• 1996ON THE ORIGINS OF NAMING AND OTHER SYMBOLIC BEHAVIOR835 cited
• 2003Redefining Learning Disabilities as Inadequate Response to Instruction: The Promise and Potential Problems780 cited
• 1991Is the three-term contingency trial a predictor of effective instruction?221 cited
• 2005The Emergence of the Listener to Speaker Component of Naming in Children as a Function of Multiple Exemplar Instruction175 cited
• 2009The Integration of Speaker and Listener Responses: A Theory of Verbal Development170 cited
• 1992CHANGES IN STUDENT AND TEACHER RESPONSES IN OBSERVED AND GENERALIZED SETTINGS AS A FUNCTION OF SUPERVISOR OBSERVATIONS169 cited
• 2002Designing Teaching Strategies: An Applied Behavior Analysis Systems Approach164 cited
• 1999Is the learn unit a fundamental measure of pedagogy?156 cited
• 2007The Induction of Naming in Children with No Prior Tact Responses as a Function of Multiple Exemplar Histories of Instruction130 cited
• 1991A FUNCTIONAL ANALYSIS OF THE COMPREHENSIVE APPLICATION OF BEHAVIOR ANALYSIS TO SCHOOLING114 cited
• 2005Novel Dictation and Intraverbal Responses as a Function of a Multiple Exemplar Instructional History99 cited
• 2005NAMING AND CATEGORIZATION IN YOUNG CHILDREN: III. VOCAL TACT TRAINING AND TRANSFER OF FUNCTION96 cited
• 2005The Teacher Performance Rate and Accuracy Scale (TPRA): Training as Evaluation79 cited
• 1989