Aal IsmailH.BakerJ.MoreC.RodgersW.MorganJ. (2023). 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, 17(3–4), 166–173. https://doi.org/10.1080/17489539.2023.2287436
2.
BondyA. S.FrostL. A. (1994). The picture exchange communication system. Focus on Autistic Behavior, 9(3), 1–19.
3.
ByrneB. L.RehfeldtR. A.AguirreA. A. (2014). Evaluating the effectiveness of the stimulus pairing observation procedure and multiple exemplar instruction on tact and listener responses in children with autism. The Analysis of Verbal Behavior, 30, 160–169.
4.
CarterC. K.HartleyC. (2021). Are children with autism more likely to retain object names when learning from color photographs or black-and-white cartoons?Journal of Autism and Developmental Disorders, 51(9), 3050–3062. https://doi.org/10.1007/s10803-020-04771-2
5.
ChazinK. T.LedfordJ. R. (2016). Preference assessments. Evidence-Based Instructional Practices for Young Children With Autism and Other Disabilities. http://ebip.vkcsites.org/preference-assessments
de MarchenaA. B.EigstiI. M.YerysB. E. (2015). Brief report: Generalization weaknesses in verbally fluent children and adolescents with autism spectrum disorder. Journal of Autism and Developmental Disorders, 45, 3370–3376.
9.
GilmoreA.Barnes-HolmesD.SivaramanM. (2024). A modern collaborative behavior analytic approach to incidental naming. Perspectives on Behavior Science, 47, 581–601.
10.
GreerR. D.CorwinA.ButtigiegS. (2011). The effects of the verbal developmental capability of naming on how children can be taught. Acta de Investigación Psicológica, 1(1), 23–54.
11.
GreerR. D.O’SullivanD. (2007). Preliminary report of naming for 2-dimensional stimuli in typically developing first graders [Paper presentation]. Annual International Conference of the Association for Behavior Analysis, San Diego, CA, United States.
12.
HartB.RisleyT. (1995). Meaningful differences in the everyday experiences of young American children. Brookes.
13.
HorneP. J.LoweC. F. (1996). On the origins of naming and other symbolic behavior. Journal of the Experimental Analysis of Behavior, 65(1), 185–241.
MorrisS. L.GallagherM. L.AllenA. E. (2023). A review of methods of assessing preference for social stimuli. Journal of Applied Behavior Analysis, 56(2), 416–427.
16.
PittsL.HoergerM. L. (2021). Mastery criteria and the maintenance of skills in children with developmental disabilities. Behavioral Interventions, 36(2), 522–531.
17.
RosalesR.RehfeldtR. A.HuffmanN. (2012). Examining the utility of the stimulus pairing observation procedure with preschool children learning a second language. Journal of Applied Behavior Analysis, 45(1), 173–177.
18.
SmythS.Barnes-HolmesD.ForsythJ. P. (2006). A derived transfer of simple discrimination and self-reported arousal functions in spider fearful and non-fearful participants. Journal of the Experimental Analysis of Behavior, 85(2), 223–246. https://doi.org/10.1901/jeab.2006.02-05
19.
SolaresL.FrylingM. J. (2019). Further evaluation of the stimulus pairing observation procedure with children with autism spectrum disorder. The Analysis of Verbal Behavior, 35, 85–93.
20.
TorgesenJ. K.WagnerR. K.RashotteC. A. (2012). TOWRE-2 Test of Word Reading Efficiency. Pearson.
21.
University of Oregon. (2018). Dynamic Indicators of Basic Early Literacy Skills, eighth edition (DIBELS-8): Administration and scoring guide.
22.
Vallinger-BrownM.RosalesR. (2014). An investigation of stimulus pairing and listener training to establish emergent intraverbals in children with autism. The Analysis of Verbal Behavior, 30, 148–159.
23.
WeissM. J.FabrizioM.BamondM. (2008). Skill maintenance and frequency building: Archival data from individuals with autism spectrum disorders. Journal of Precision Teaching and Celeration, 24, 28–37.