Bak, M. S., Dueñas, A. D., Avendaño, S. M., Graham, A. C., & Stanley, T. (2021). Tact instruction for children with autism spectrum disorder: A review. Autism & Developmental Language Impairments, 6(1), 1–22. https://doi.org/10.1177/2396941521999010

Article  Google Scholar 

Bao, S., Sweatt, K. T., Lechago, S. A., & Antal, S. (2017). The effects of receptive and expressive instructional sequences on varied conditional discriminations. Journal of Applied Behavior Analysis, 50(4), 775–788. https://doi.org/10.1002/jaba.404

Article  PubMed  Google Scholar 

Boudreau, B. A., Vladescu, J. C., Kodak, T. M., Argott, P. J., & Kisamore, A. N. (2015). A comparison of differential reinforcement procedures with children with autism. Journal of Applied Behavior Analysis, 48, 918–923. https://doi.org/10.1002/jaba.232

Article  PubMed  Google Scholar 

Butter, E. J., & Snyder, F. R. (1982). Effect of order of presentation on simultaneous and sequential matching familiar figures tests. Perceptual and Motor Skills, 55, 1259–1262.

Article  PubMed  Google Scholar 

Cariveau, T., Batchelder, S., Ball, S., & La Cruz Montilla, A. (2021). Review of methods to equate target sets in the adapted alternating treatments design. Behavior Modification, 45(5), 695–714. https://doi.org/10.1177/0145445520903049

Article  PubMed  Google Scholar 

Cariveau, T., La Cruz Montilla, A., Gonzalez, E., & Ball, S. (2019). A review of error correction procedures during instruction for children with developmental disabilities. Journal of Applied Behavior Analysis, 52, 574–579. https://doi.org/10.1002/jaba.524

Article  PubMed  Google Scholar 

Carr, J. E., Nicolson, A. C., & Higbee, T. S. (2000). Evaluation of a brief multiple-stimulus preference assessment in a naturalistic context. Journal of Applied Behavior Analysis, 33(3), 353–357. https://doi.org/10.1901/jaba.2000.33-353

Article  PubMed  PubMed Central  Google Scholar 

Capaldi, E. (1966). Partial reinforcement: A hypothesis of sequential effects. Psychological Review, 73(5), 459–477.

Cengher, M., Jones, E. A., & Fienup, D. M. (2014). The effects of presession attention on tacting. Journal of Applied Behavior Analysis, 47(1), 176–80. https://doi.org/10.1002/jaba.8

Article  PubMed  Google Scholar 

Contreras, B. P., Cooper, A. J., & Kahng, S. (2020). Recent research on the relative efficiency of speaker and listener instruction for children with autism spectrum disorder. Journal of Applied Behavior Analysis, 33(3), 353–357. https://doi.org/10.1002/jaba.543

Article  Google Scholar 

Coon, J. T., & Miguel, C. F. (2012). The role of increased exposure to transfer-of-stimulus-control procedures on the acquisition of intraverbal behavior. Journal of Applied Behavior Analysis, 45(4), 657–666. https://doi.org/10.1901/jaba.2012.45-657

Article  PubMed  PubMed Central  Google Scholar 

Cuvo, A. J., Klevans, L., Borakove, S., Borakove, L. S., Landuyt, J. V., & Lutzker, J. R. (1980). A comparison of three strategies for teaching object names. Journal of Applied Behavior Analysis, 13(2), 249–257. https://doi.org/10.1901/jaba.1980.13-249

Article  PubMed  PubMed Central  Google Scholar 

Da Hora, C. L., Debert, P., LaFrance, D. L., & Miguel, C. F. (2019). Inadvertent establishment of location control in matching-to-sample tasks in individuals with autism. Brazilian Journal of Behavior Analysis, 14, 15–23.

Google Scholar 

DeLeon, I. G., & Iwata, B. A. (1996). Evaluation of a multiple-stimulus presentation format for assessing reinforcer preferences. Journal of Applied Behavior Analysis, 29(4), 519–533. https://doi.org/10.1901/jaba.1996.29-519

Article  PubMed  PubMed Central  Google Scholar 

Delfs, C. H., Conine, D. E., Frampton, S. E., Shillingsburg, M. A., & Robinson, H. C. (2014). Evaluation of the efficiency of listener and tact instruction for children with autism. Journal of Applied Behavior Analysis, 47, 793–809. https://doi.org/10.1002/jaba.166

Article  PubMed  Google Scholar 

Devine, B., & Petursdottir, A. I. (2022). Exploring effects of differential observing responses on vocal tact acquisition. Behavioral Interventions, 37(1), 29–42. https://doi.org/10.1002/bin.1782

Article  Google Scholar 

Dougherty, K. M., & Johnston, J. M. (1996). Overlearning, fluency, and automaticity. The Behavior Analyst, 19(2), 289–292. https://doi.org/10.1007/BF03393171

Article  PubMed  PubMed Central  Google Scholar 

Dixon, M. R. (2014). The PEAK relational training system: Direct training module. Shawnee Scientific Press.

Google Scholar 

Dunn, L. M., & Dunn, D. M. (2007). Peabody picture vocabulary test--fourth edition (PPVT-4) [Database record]. APA PsycTests. https://doi.org/10.1037/t15144-000

Egel, A. L. (1981). Reinforcer variation: Implications for motivating developmentally disabled children. Journal of Applied Behavior Analysis, 14(3), 345–350. https://doi.org/10.1901/jaba.1981.14-345

Article  PubMed  PubMed Central  Google Scholar 

Fisher, W. W., Piazza, C. C., Bowman, L. G., Hagopian, L. P., Owens, J. C., & Slevin, I. (1992). A comparison of two approaches for identifying reinforcers for persons with severe and profound disabilities. Journal of Applied Behavior Analysis, 25(2), 491–498. https://doi.org/10.1901/jaba.1992.25-491

Article  PubMed  PubMed Central  Google Scholar 

Fisher, W. W., Piazza, C. C., Bowman, L. G., & Amari, A. (1996). Integrating caregiver report with a systematic choice assessment. American Journal on Mental Retardation, 101, 15–25.

PubMed  Google Scholar 

Frampton, S. E., Robinson, H. C., Conine, D. E., & Delfs, C. H. (2017). An abbreviated evaluation of the efficiency of listener and tact instruction for children with autism. Behavior Analysis in Practice, 10(2), 131–144. https://doi.org/10.1007/s40617-017-0175-y

Article  PubMed  PubMed Central  Google Scholar 

Green, G. (2001). Behavior analytic instruction for learners with autism: Advances in stimulus control technology. Focus Autism Developmental Disabilities., 16(2), 72–85. https://doi.org/10.1177/108835760101600203

Article  Google Scholar 

Greer, R. D., & Keohane, D. D. (2006). The evolution of verbal behavior in children. The Journal of Speech and Language Pathology-Applied Behavior Analysis, 1(2), 111–140. https://doi.org/10.1037/h0100194

Article  Google Scholar 

Greer, R. D., & Longano, J. (2010). A rose by naming: How we may learn how to do it. The Analysis of Verbal Behavior, 26(1), 73–106. https://doi.org/10.1007/BF03393085

Article  PubMed  PubMed Central  Google Scholar 

Grow, L., & LeBlanc, L. (2013). Teaching receptive language skills. Behavior Analysis in Practice, 6, 56–75. https://doi.org/10.1007/BF03391791

Article  PubMed  PubMed Central  Google Scholar 

Hanley, G. P. (2010). Toward effective and preferred programming: A case for the objective measurement of social validity with recipients of behavior-change programs. Behavior Analysis in Practice, 3(1), 13–21. https://doi.org/10.1007/BF03391754

Article  PubMed  PubMed Central  Google Scholar 

Heal, N. A., & Hanley, G. P. (2007). Evaluating preschool children's preferences for motivational systems during instruction. Journal of Applied Behavior Analysis, 40, 249–261.

Article  PubMed  PubMed Central  Google Scholar 

Horne, P. J., & Lowe, C. F. (1996). On the origins of naming and other symbolic behavior. Journal of the Experimental Analysis of Behavior., 65(1), 185–241. https://doi.org/10.1901/jeab.1996.65-185

Article  PubMed  PubMed Central  Google Scholar 

Iwata, B. A. (1987). Negative reinforcement in applied behavior analysis: An emerging technology. Journal of Applied Behavior Analysis, 20(4), 361–378. https://doi.org/10.1901/jaba.1987.20-361

Article  PubMed  PubMed Central  Google Scholar 

Karsten, A. M., & Carr, J. E. (2009). The effects of differential reinforcement of unprompted responding on the skill acquisition of children with autism. Journal of Applied Behavior Analysis, 42(2), 327–334. https://doi.org/10.1901/jaba.2009.42-327

Article  PubMed  PubMed Central  Google Scholar 

Kazdin, A. E. (2010). Single-Case Research Design: Methods for Clinical and Applied Settings (2nd ed.). Oxford University Press.

Google Scholar 

Kelley, M., Shillingsburg, M. A., Castro, M., Addison, L., & LaRue, R. (2007). Further evaluation of emerging speech in children with developmental disabilities: Training verbal behavior. Journal of Applied Behavior Analysis., 40, 431–445. https://doi.org/10.1901/jaba.2007.40-431

Article  PubMed  PubMed Central  Google Scholar 

Kimble, G. A. (1961). Hilgard and marquis Conditioning and learning. Appleton-Century-Crofts.

Google Scholar 

Kodak, T., & Halbur, M. (2021). A tutorial for the design and use of assessment-based instruction in practice. Behavior analysis in practice, 14(1), 166–180. https://doi.org/10.1007/s40617-020-00497-w

Article  PubMed  PubMed Central  Google Scholar 

Kodak, T., Halbur, M., Bergmann, S., Costello, D. R., Benitez, B., Olsen, M., Gorgan, E., & Cliett, T. (2020). A comparison of stimulus set size on tact training for children with autism spectrum disorder. Journal of applied behavior analysis, 53(1), 265–283. https://doi.org/10.1002/jaba.553

Article  PubMed  Google Scholar 

LeBlanc, L. A., Esch, J., Sidener, T. M., & Firth, A. M. (2006). Behavioral language interventions for children with autism: Comparing applied verbal behavior and naturalistic teaching approaches. The Analysis of Verbal Behavior, 22(1), 49–60. https://doi.org/10.1007/BF03393026

Article  PubMed  PubMed Central  Google Scholar 

Lorah, E. R., & Parnell, A. (2017). Acquisition of tacting using a speech-generating device in group learning environments for preschoolers with autism. Journal of Developmental and Physical Disabilities, 29(4), 597–609. https://doi.org/10.1007/s10882-017-9543-3

Article  Google Scholar 

Lowe, C., Horne, P., Harris, F., & Randle, V. (2002). Naming and categorization in young children: Vocal tact training. Journal of the Experimental Analysis of Behavior, 78(3), 527–549. https://doi.org/10.1901/jeab.2002.78-527

Article