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RESPONSE‐REINFORCER RELATIONSHIPS AND IMPROVED LEARNING IN AUTISTIC CHILDREN

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References

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1984ESTABLISHING GENERATIVE YES/NO RESPONSES IN DEVELOPMENTALLY DISABLED CHILDREN76 cited
1989A comparison of procedures in teaching self-help skills: Increasing assistance, time delay, and observational learning62 cited
1995Modifying Activities to Produce Functional Outcomes: Effects on the Problem Behaviors of Students with Disabilities58 cited
1997Instructional Methods with Students Who Have Significant Disabilities57 cited
2012What Works for You? Using Teacher Feedback to Inform Adaptations of Pivotal Response Training for Classroom Use

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2012Teaching Receptive Discriminations to Children With Autism: A Comparison of Traditional and Embedded Discrete Trial Teaching50 cited

2015A Randomized Clinical Trial Comparison Between Pivotal Response Treatment (PRT) and Adult-Driven Applied Behavior Analysis (ABA) Intervention on Disruptive Behaviors in Public School Children with Autism50 cited

1986The Match between Reinforcer Class and Response Class: Its Influence on Communication Intervention Strategies43 cited

1986Learning To Learn Through Observation38 cited

1988Selection by consequences is a good idea4 cited

1988How to change Behavior?3 cited

1988Guthrie revisited: For better and worse2 cited

1988Exorcizing Watson's ghost2 cited

1988Why contingencies won't go away2 cited