| Achieving socially significant reductions in problem behavior following the interview-informed synthesized contingency analysis: A summary of 25 outpatient applications |
23 |
| Prevalence of resurgence of destructive behavior when thinning reinforcement schedules during functional communication training |
21 |
| Shaping complex functional communication responses |
14 |
| Effectiveness and acceptability of parent training via telehealth among families around the world |
14 |
| NATURE AND SCOPE OF SYNTHESIS IN FUNCTIONAL ANALYSIS AND TREATMENT OF PROBLEM BEHAVIOR |
12 |
| MINIMIZING RESURGENCE OF DESTRUCTIVE BEHAVIOR USING BEHAVIORAL MOMENTUM THEORY |
11 |
| Renewal during functional communication training |
11 |
| Resurgence as Choice: Implications for promoting durable behavior change |
11 |
| Identifying predictive behavioral markers: A demonstration using automatically reinforced self-injurious behavior |
10 |
| Live training versus e-learning to teach implementation of listener response programs |
10 |
| TEACHING BEHAVIOR TECHNICIANS TO CREATE PUBLICATION-QUALITY, SINGLE-CASE DESIGN GRAPHS IN GRAPHPAD PRISM 7 |
10 |
| Assessing the generality and durability of interview-informed functional analyses and treatment |
9 |
| Token reinforcement: Translational research and application |
9 |
| Relative preferences for edible and leisure stimuli in children with autism |
9 |
| The Good Behavior Game: A brief review |
8 |
| Quantifying the effects of the differential outcomes procedure in humans: A systematic review and a meta-analysis |
8 |
| A translational evaluation of renewal of inappropriate mealtime behavior |
7 |
| Functional analysis and treatment of problem behavior related to mands for rearrangement |
7 |
| Comparing self-directed methods for training staff to create graphs using Graphpad Prism |
7 |
| Establishing initial auditory-visual conditional discriminations and emergence of initial tacts in young children with autism spectrum disorder |
7 |
| Effects of the Good Behavior Game on student and teacher behavior in an alternative school |
7 |
| Predictive validity and efficiency of ongoing visual-inspection criteria for interpreting functional analyses |
7 |
| Manipulating parameters of reinforcement to reduce problem behavior without extinction |
7 |
| Using an abbreviated assessment to identify effective error-correction procedures for individual learners during discrete-trial instruction |
6 |
| An evaluation of the agreement between the conservative dual-criterion method and expert visual analysis |
6 |
| Assessing preference for types of social interaction |
6 |
| An evaluation of delay to reinforcement and mand variability during functional communication training |
6 |
| Further evaluation of differential exposure to establishing operations during functional communication training |
6 |
| An analysis of treatment integrity of response interruption and redirection |
6 |
| RESURGENCE WITH AND WITHOUT AN ALTERNATIVE RESPONSE |
6 |
| Assessing and teaching job-related social skills to adults with autism spectrum disorder |
5 |
| A MULTICOMPONENT APPROACH TO THINNING REINFORCER DELIVERY DURING NONCONTINGENT REINFORCEMENT SCHEDULES |
5 |
| Evaluating the Performance Diagnostic Checklist-Human Services to assess incorrect error-correction procedures by preschool paraprofessionals |
5 |
| EFFECTS OF TOY REMOVAL AND NUMBER OF DEMANDS ON VOCAL STEREOTYPY DURING RESPONSE INTERRUPTION AND REDIRECTION |
5 |
| A TRANSLATIONAL ANALYSIS OF ABA AND ABC RENEWAL OF OPERANT BEHAVIOR |
5 |
| THE EFFECTS OF NONCONTINGENT MUSIC AND RESPONSE INTERRUPTION AND REDIRECTION ON VOCAL STEREOTYPY |
5 |
| Using equivalence-based instruction to teach piano skills to college students |
5 |
| Stimulus presentation order in receptive identification tasks: A systematic replication |
5 |
| Evaluation of video self-instruction for implementing paired-stimulus preference assessments |
5 |
| Comparing forward and backward chaining in teaching Olympic weightlifting |
5 |
| The Good Behavior Game in preschool classrooms: An evaluation of feedback |
5 |
| Effects of stimulus presentation order during auditory-visual conditional discrimination training for children with autism spectrum disorder |
5 |
| A review of error correction procedures during instruction for children with developmental disabilities |
5 |
| Exposure to a specific prompt topography predicts its relative efficiency when teaching intraverbal behavior to children with autism spectrum disorder |
5 |
| Assessing preferences of individuals with developmental disabilities using alternative stimulus modalities: A systematic review |
4 |
| Teaching help-seeking when lost to individuals with autism spectrum disorder |
4 |
| The effects of different mastery criteria on the skill maintenance of children with developmental disabilities |
4 |
| A comparison of prompts and feedback for promoting handwashing in university restrooms |
4 |
| Teaching social perception skills to adolescents with autism and intellectual disabilities using video-based group instruction |
4 |
| Does the Good Behavior Game evoke negative peer pressure? Analyses in primary and secondary classrooms |
4 |
