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Brief Report: A parent-mediated intervention to teach a generalized repertoire of auditory tacts to a child with autism

Evidence based communication assessment and intervention, 2024-02, p.1-8

2024

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Using multiple‐tact training to produce emergent visual categorization in children with autism

Journal of applied behavior analysis, 2020-07, Vol.53 (3), p.1768-1779

2020

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Teaching a foreign language to students with autism via telehealth in inclusive school settings

Behavioral interventions, 2024-04

2024

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Teaching children with autism spectrum disorder to tact auditory stimuli: A replication

Behavioral interventions, 2023-07, Vol.38 (3), p.636-652

2023

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Presession attention affects the acquisition of tacts and intraverbals

Journal of applied behavior analysis, 2020-07, Vol.53 (3), p.1742-1767

2020

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Facilitating the emergence of intraverbal tacts in children with autism spectrum disorder: A preliminary analysis

Journal of applied behavior analysis, 2022-03, Vol.55 (2), p.412-429

2022

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A randomized clinical trial of three prompting systems to teach tact relations

Journal of applied behavior analysis, 2020-04, Vol.53 (2), p.727-743

2020

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Effects of foreign mand training on the emergence of foreign tact and listener responses for Chinese‐speaking children with autism spectrum disorder

Behavioral interventions, 2023-04, Vol.38 (2), p.437-455

2023

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Effects of time delay and requiring echoics on answering questions about visual stimuli

Journal of applied behavior analysis, 2021-04, Vol.54 (2), p.725-743

2021

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A comparison of stimulus set size on tact training for children with autism spectrum disorder

Journal of applied behavior analysis, 2020, Vol.53 (1), p.265-283

2020

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Tutorial: Understanding Concepts: Implications for Behavior Analysts and Educators

Perspectives on behavior science, 2019-06, Vol.42 (2), p.345-363

Layng, T. V. Joe

2019

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Effects of exposure to prompts on the acquisition of intraverbals in children with autism spectrum disorder

Journal of applied behavior analysis, 2020, Vol.53 (1), p.493-507

2020

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Toward establishing a qualifying autoclitic repertoire in children with autism spectrum disorder

Journal of applied behavior analysis, 2024, Vol.57 (1), p.204-225

2024

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Teaching children with autism to tact private events based on public accompaniments

Journal of applied behavior analysis, 2021, Vol.54 (1), p.270-286

2021

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Exposure to a specific prompt topography predicts its relative efficiency when teaching intraverbal behavior to children with autism spectrum disorder

Journal of applied behavior analysis, 2019-07, Vol.52 (3), p.739-745

2019

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An examination of observational learning using Skinner's taxonomy of verbal behavior

Behavioral interventions, 2022-02, Vol.37 (1), p.153-169

2022

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Emergence of auditory–visual discrimination and tacts through exclusionary responding

Journal of applied behavior analysis, 2022-06, Vol.55 (3), p.919-933

2022

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Teaching children with autism spectrum disorder to tact auditory stimuli

Journal of applied behavior analysis, 2019-07, Vol.52 (3), p.733-738

2019

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A comparison of teaching tacts with and without background stimuli on acquisition and generality

Behavioral interventions, 2020-02, Vol.35 (1), p.3-24

2020

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The use of matrix training to promote generative language with children with autism

Journal of applied behavior analysis, 2016-12, Vol.49 (4), p.869-883

2016

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A clinical application of procedures to promote the emergence of untrained intraverbal relations with children with autism

Learning and motivation, 2018-05, Vol.62, p.51-66

2018

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Matrix Training With and Without Instructive Feedback

Focus on autism and other developmental disabilities, 2024-06, Vol.39 (2), p.84-95

2024

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Comparing skill acquisition under varying onsets of differential reinforcement: A preliminary analysis

Journal of applied behavior analysis, 2020-04, Vol.53 (2), p.690-706

2020

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The influence of instructive feedback presentation schedule: A replication with children with autism spectrum disorder

Journal of applied behavior analysis, 2020-09, Vol.53 (4), p.2287-2302

2020

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Interventions Used to Teach Tacts to Young Children with Autism: a Narrative Review of the Literature

Current developmental disorders reports, 2023-09, Vol.10 (3), p.175-189

2023

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Brief Report: A parent-mediated intervention to teach a generalized repertoire of auditory tacts to a child with autism

Using multiple‐tact training to produce emergent visual categorization in children with autism

Teaching a foreign language to students with autism via telehealth in inclusive school settings

Teaching children with autism spectrum disorder to tact auditory stimuli: A replication

Presession attention affects the acquisition of tacts and intraverbals

Facilitating the emergence of intraverbal tacts in children with autism spectrum disorder: A preliminary analysis

A randomized clinical trial of three prompting systems to teach tact relations

Effects of foreign mand training on the emergence of foreign tact and listener responses for Chinese‐speaking children with autism spectrum disorder

Effects of time delay and requiring echoics on answering questions about visual stimuli

A comparison of stimulus set size on tact training for children with autism spectrum disorder

Tutorial: Understanding Concepts: Implications for Behavior Analysts and Educators

Effects of exposure to prompts on the acquisition of intraverbals in children with autism spectrum disorder

Toward establishing a qualifying autoclitic repertoire in children with autism spectrum disorder

Teaching children with autism to tact private events based on public accompaniments

Exposure to a specific prompt topography predicts its relative efficiency when teaching intraverbal behavior to children with autism spectrum disorder

An examination of observational learning using Skinner's taxonomy of verbal behavior

Emergence of auditory–visual discrimination and tacts through exclusionary responding

Teaching children with autism spectrum disorder to tact auditory stimuli

A comparison of teaching tacts with and without background stimuli on acquisition and generality

The use of matrix training to promote generative language with children with autism

A clinical application of procedures to promote the emergence of untrained intraverbal relations with children with autism

Matrix Training With and Without Instructive Feedback

Comparing skill acquisition under varying onsets of differential reinforcement: A preliminary analysis

The influence of instructive feedback presentation schedule: A replication with children with autism spectrum disorder

Interventions Used to Teach Tacts to Young Children with Autism: a Narrative Review of the Literature

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