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Derived Equivalence Relations of Geometry Skills in Students with Autism: an Application of the PEAK-E Curriculum
13 references·1 citing·41 second hop
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(2004)Brand Origin Identification by Consumers: A Classification Perspective (2008)Intraverbal Behavior and Verbal Conditional Discriminations in Typically Developing Children and Children With Autism (2011)Teaching Receptive Language Skills (2013)Functional communication training: From efficacy to effectiveness (2020)Acceptance and Commitment Therapy as a Unified Model of Behavior Change (2012)
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References

  • 2001Relational frame theory: a post-Skinnerian account of human language and cognition1,984 cited
  • 1982CONDITIONAL DISCRIMINATION VS. MATCHING TO SAMPLE: AN EXPANSION OF THE TESTING PARADIGM1,601 cited
  • 2001Relational Frame Theory1,295 cited
  • 1996ON THE ORIGINS OF NAMING AND OTHER SYMBOLIC BEHAVIOR835 cited
  • 2008A Meta-Analysis on Teaching Mathematics to Students with Significant Cognitive Disabilities266 cited
  • 2020Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP)227 cited
  • 1995STIMULUS EQUIVALENCE INSTRUCTION OF FRACTION‐DECIMAL RELATIONS104 cited
  • 1998Stimulus Equivalence104 cited
  • 2013Implementing the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP): Teaching Assessment Techniques83 cited
  • 2008Teaching students with autism spectrum disorder and moderate intellectual disabilities to use counting-on strategies to enhance independent purchasing skills74 cited
  • 1984Teaching coin equivalences via matching to sample62 cited
  • 2011USING CONDITIONAL DISCRIMINATION TRAINING TO PRODUCE EMERGENT RELATIONS BETWEEN COINS AND THEIR VALUES IN CHILDREN WITH AUTISM55 cited
  • 2009The Role of Private Events in the Interpretation of Complex Behavior44 cited

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  • 2016Establishing derived categorical responding in children with disabilities using the PEAK‐E curriculum

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34 cited