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• 2005NAMING AND CATEGORIZATION IN YOUNG CHILDREN: III. VOCAL TACT TRAINING AND TRANSFER OF FUNCTION96 cited
• 2008Listening is behaving verbally75 cited
• 2009EVALUATION OF AN ENHANCED STIMULUS‐STIMULUS PAIRING PROCEDURE TO INCREASE EARLY VOCALIZATIONS OF CHILDREN WITH AUTISM65 cited
• 2005Evaluating Stimulus-Stimulus Pairing and Direct Reinforcement in the Establishment of an Echoic Repertoire of Children Diagnosed with Autism63 cited
• 1998The Speaker as Listener: The Interpretation of Structural Regularities in Verbal Behavior60 cited
• 2012The role of atomic repertoires in complex behavior43 cited
• 2007DO INFANTS SHOW GENERALIZED IMITATION OF GESTURES?36 cited
• 2008A Comparison of Stimulus-Stimulus Pairing, Standard Echoic Training, and Control Procedures on the Vocal Behavior of Children With Autism33 cited
• 2006The Effects of a Stimulus-Stimulus Pairing Procedure on the Unprompted Vocalizations of a Young Child Diagnosed with Autism32 cited
• 2008Conditioning the behavior of the listener28 cited
• 2007Stimulus-Stimulus Pairing and Subsequent Mand Acquisition of Children with Various Levels of Verbal Repertoires28 cited
• 2018Teaching children with autism spectrum disorder to tact olfactory stimuli27 cited
• 2010Behavior under the microscope: Increasing the resolution of our experimental procedures