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The Induction of Naming in Children with No Prior Tact Responses as a Function of Multiple Exemplar Histories of Instruction

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2010A Rose by Naming: How We May Learn How to Do It127 cited
2007Emergence of Naming in Preschoolers: A Comparison of Multiple and Single Exemplar Instruction112 cited
2011Establishing Naming in Typically Developing Two-Year-Old Children as a Function of Multiple Exemplar Speaker and Listener Experiences94 cited
2011A REVIEW OF RECOMMENDATIONS FOR SEQUENCING RECEPTIVE AND EXPRESSIVE LANGUAGE INSTRUCTION

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2018Problem-solving, bidirectional naming, and the development of verbal repertoires.87 cited

2017Empirical Application of Skinner’s Verbal Behavior to Interventions for Children with Autism: A Review69 cited

2019The importance of multiple exemplar instruction in the establishment of novel verbal behavior64 cited

2014Is the Source of Reinforcement for Naming Multiple Conditioned Reinforcers for Observing Responses?59 cited

2018The Effects of the Verbal Developmental Capability of Naming on How Children Can Be Taught56 cited

2008The Ontogenetic Selection of Verbal Capabilities: Contributions of Skinner's Verbal Behavior Theory to a More Comprehensive Understanding of Language53 cited

2011Effects of Multiple Exemplar Training on the Emergence of Derived Relations in Preschool Children Learning a Second Language51 cited

2017The Separate Development of Children’s Listener and Speaker Behavior and the Intercept as Behavioral Metamorphosis51 cited

2011Acquisition of Mands, Tacts, and Intraverbals Through Sign Exposure in an Individual With Autism49 cited

2011Rule-Governed Behavior: Teaching a Preliminary Repertoire of Rule-Following to Children With Autism46 cited

2007Generalized selection-based auditory matching and the emergence of the listener component of naming.45 cited

2009Effects of multiple exemplar instruction on naming44 cited