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EFFECTS OF WITHIN‐STIMULUS AND EXTRA‐STIMULUS PROMPTING ON DISCRIMINATION LEARNING IN AUTISTIC CHILDREN1

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References

1967Establishing functional speech in echolalic children282 cited

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1975SETTING GENERALITY AND STIMULUS CONTROL IN AUTISTIC CHILDREN1247 cited
1987NEGATIVE REINFORCEMENT IN APPLIED BEHAVIOR ANALYSIS: AN EMERGING TECHNOLOGY202 cited
1979The simplest treatment alternative: The law of parsimony applied to choosing appropriate instructional control and errorless-learning procedures for the difficult-to-teach child163 cited
1981NORMAL PEER MODELS AND AUTISTIC CHILDREN'S LEARNING147 cited
1984Effective and Efficient Procedures for the Transfer of Stimulus Control146 cited
2013Teaching Receptive Language Skills145 cited
1999Pivotal Teaching Interactions for Children with Autism136 cited
1980THE TECHNICAL DRIFT OF APPLIED BEHAVIOR ANALYSIS135 cited
1981RESPONSE‐REINFORCER RELATIONSHIPS AND IMPROVED LEARNING IN AUTISTIC CHILDREN126 cited
1980INTERTRIAL INTERVAL DURATION AND LEARNING IN AUTISTIC CHILDREN112 cited
2007Using naturalistic procedures to enhance learning in individuals with autism: A focus on generalized teaching within the school setting107 cited
1976Some detrimental effects of using extra stimuli to guide learning in normal and autistic children106 cited
2007Errorless learning: Review and practical application for teaching children with pervasive developmental disorders

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103 cited

1980Direct versus indirect response-reinforcer relationships in teaching autistic children100 cited

1989Review of Comparative Studies in the Instruction of Students with Moderate and Severe Handicaps72 cited

1986Procedures and Parameters of Errorless Discrimination Training with Developmentally Impaired Individuals71 cited