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TEACHER ACQUISITION OF FUNCTIONAL ANALYSIS METHODOLOGY

Journal of applied behavior analysis, 2002, Vol.35 (1), p.73-77

2002

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Decreasing Disruptive Behaviors of Children with Autism Using Social Stories

Journal of autism and developmental disorders, 2002-12, Vol.32 (6), p.535-543

2002

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An Empirical Investigation of Time-Out With and Without Escape Extinction to Treat Escape-Maintained Noncompliance

Behavior modification, 2007-07, Vol.31 (4), p.412-434

2007

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TRANSLATING MULTIPLE ASSESSMENT TECHNIQUES INTO AN INTERVENTION SELECTION MODEL FOR CLASSROOMS

Journal of applied behavior analysis, 2003, Vol.36 (4), p.563-573

2003

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An Approach to Functional Assessment in General Education Classroom Settings

School psychology review, 2001-09, Vol.30 (3), p.313-328

2001

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AN ANALYSIS OF AVERSIVE STIMULI IN CLASSROOM DEMAND CONTEXTS

Journal of applied behavior analysis, 2003, Vol.36 (3), p.339-348

2003

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The Contributions of Eye Contact and Contingent Praise to Effective Instruction Delivery in Compliance Training

Education & treatment of children, 2005-02, Vol.28 (1), p.48-62

2005

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Using Antecedent Manipulations to Distinguish between Task and Social Variables Associated with Problem Behaviors Exhibited by Children of Typical Development

Behavior modification, 2001-04, Vol.25 (2), p.287-304

2001

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Effective Instruction Delivery and Time-In: Positive Procedures for Achieving Child Compliance

Child & family behavior therapy, 2000-09, Vol.22 (4), p.1-12

2000

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The utility of reading to read with boys with ADHD-CT administered at two different intervals post methylphenidate ingestion

Psychology in the schools, 2000-07, Vol.37 (4), p.367-377

2000

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Generalization of a Positive Treatment Package for Child Noncompliance

Child & family behavior therapy, 2001-05, Vol.23 (2), p.19-32

2001

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Listening previewing in reading to read: Relative effects on oral reading fluency

Psychology in the schools, 1995-10, Vol.32 (4), p.318-327

1995

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The Effects of Classroom-Based Time-In/Time-Out on Compliance Rates in Children with Speech/Language Disabilities

Child & family behavior therapy, 1997-03, Vol.19 (2), p.1-15

1997

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The AAMD ABS-SE, Part Two: Criterion-related validity in a behavior-disordered sample

Psychology in the schools, 1990-07, Vol.27 (3), p.186-195

1990

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The Sequential Introduction of Compliance Training Components with Elementary-Aged Children in General Education Classroom Settings

School psychology quarterly, 2001, Vol.16 (2), p.142-157

2001

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Acquisition of American sign language versus Amerind signs in a mentally handicapped sample

Journal of communication disorders, 1989-12, Vol.22 (6), p.423-435

1989

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Use of the slosson intelligence test in screening of gifted children

Journal of school psychology, 1987-06, Vol.25 (2), p.189-192

1987

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The Test of Choice for Assessment of Gifted Children: A Comparison of the K-ABC, WISC-R, and Stanford-Binet

Journal of psychoeducational assessment, 1984-03, Vol.2 (1), p.57-63

1984

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Book Review: Gray Oral Reading Test, Third Edition (GORT-3)

Journal of Psychoeducational Assessment, 1998, Vol.16 (1), p.90-94

1998

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Normative achievement assessment of gifted children: Comparing the K-ABC, WRAT, and CAT

Psychology in the schools, 1986-10, Vol.23 (4), p.346-352

1986

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Acquisition of American Sign Language versus Amerind Signs in a Mentally Handicapped Sample

Journal of Communication Disorders, 1989, Vol.22 (6), p.423

1989

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A longitudinal analysis of torque and its relationship to achievement and educational classification among normal, disturbed, and learning-disabled children

Journal of clinical psychology, 1983-11, Vol.39 (6), p.998-1006

1983

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Book Review: Essentials of behavioral assessment

Journal of Psychoeducational Assessment, 2004, Vol.22 (1), p.76-80

2004

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Book Review: Conducting school-based assessments of child and adolescent behavior

Journal of Psychoeducational Assessment, 2003, Vol.21 (3), p.293-296

2003

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A Longitudinal Analysis of Torque and its Relationship to Achievement and Educational Classification among Normal, Disturbed, and Learning-Disabled Children

Journal of Clinical Psychology, 1983, Vol.39 (6), p.998

1983

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TEACHER ACQUISITION OF FUNCTIONAL ANALYSIS METHODOLOGY

Decreasing Disruptive Behaviors of Children with Autism Using Social Stories

An Empirical Investigation of Time-Out With and Without Escape Extinction to Treat Escape-Maintained Noncompliance

TRANSLATING MULTIPLE ASSESSMENT TECHNIQUES INTO AN INTERVENTION SELECTION MODEL FOR CLASSROOMS

An Approach to Functional Assessment in General Education Classroom Settings

AN ANALYSIS OF AVERSIVE STIMULI IN CLASSROOM DEMAND CONTEXTS

The Contributions of Eye Contact and Contingent Praise to Effective Instruction Delivery in Compliance Training

Using Antecedent Manipulations to Distinguish between Task and Social Variables Associated with Problem Behaviors Exhibited by Children of Typical Development

Effective Instruction Delivery and Time-In: Positive Procedures for Achieving Child Compliance

The utility of reading to read with boys with ADHD-CT administered at two different intervals post methylphenidate ingestion

Generalization of a Positive Treatment Package for Child Noncompliance

Listening previewing in reading to read: Relative effects on oral reading fluency

The Effects of Classroom-Based Time-In/Time-Out on Compliance Rates in Children with Speech/Language Disabilities

The AAMD ABS-SE, Part Two: Criterion-related validity in a behavior-disordered sample

The Sequential Introduction of Compliance Training Components with Elementary-Aged Children in General Education Classroom Settings

Acquisition of American sign language versus Amerind signs in a mentally handicapped sample

Use of the slosson intelligence test in screening of gifted children

The Test of Choice for Assessment of Gifted Children: A Comparison of the K-ABC, WISC-R, and Stanford-Binet

Book Review: Gray Oral Reading Test, Third Edition (GORT-3)

Normative achievement assessment of gifted children: Comparing the K-ABC, WRAT, and CAT

Acquisition of American Sign Language versus Amerind Signs in a Mentally Handicapped Sample

A longitudinal analysis of torque and its relationship to achievement and educational classification among normal, disturbed, and learning-disabled children

Book Review: Essentials of behavioral assessment

Book Review: Conducting school-based assessments of child and adolescent behavior

A Longitudinal Analysis of Torque and its Relationship to Achievement and Educational Classification among Normal, Disturbed, and Learning-Disabled Children

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