Rapport Building and Instructional Fading Prior to Discrete Trial Instruction: Moving From Child-Led Play to Intensive Teaching von Shillingsburg, M. Alice, Hansen, Bethany, Wright, Melinda

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Teaching children with autism to explain how: A case for problem solving? von Frampton, Sarah E., Alice Shillingsburg, M.

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A Structured Intervention to Increase Response Allocation to Instructional Settings for Children with Autism Spectrum Disorder von Cariveau, Tom, Shillingsburg, M. Alice, Alamoudi, Arwa, Thompson, Taylor, Bartlett, Brittany, Gillespie, Scott, Scahill, Lawrence

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Teaching mands for information using ‘when’ to children with autism von Landa, Robin K., Hansen, Bethany, Alice Shillingsburg, M.

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A Preliminary Analysis of Procedures to Teach Children with Autism to Report Past Behavior von Alice Shillingsburg, M., Cariveau, Tom, Talmadge, Bethany, Frampton, Sarah

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Enhancing Instruction via Instructive Feedback for a Child With Autism Using a Speech-Generating Device von Tullis, Christopher A., Marya, Videsha, Alice Shillingsburg, M.

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The Use of Matrix Training to Teach Color-Shape Tacts to Children with Autism von Frampton, Sarah E., Thompson, Taylor M., Bartlett, Brittany L., Hansen, Bethany, Alice Shillingsburg, M.

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COMPARING THE EFFECTS OF ECHOIC PROMPTS AND ECHOIC PROMPTS PLUS MODELED PROMPTS ON INTRAVERBAL BEHAVIOR von Valentino, Amber L., Shillingsburg, M. Alice, Call, Nathan A.

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Clinical Application of a High-Probability Sequence to Promote Compliance with Vocal Imitation in a Child with Autism Spectrum Disorder von Hansen, Bethany, DeSouza, Andresa A., Stuart, Ashley L., Alice Shillingsburg, M.

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Promoting the development of verbal responses using instructive feedback von Frampton, Sarah E., Shillingsburg, M. Alice

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CORRESPONDENCE BETWEEN SINGLE VERSUS DAILY PREFERENCE ASSESSMENT OUTCOMES AND REINFORCER EFFICACY UNDER PROGRESSIVE-RATIO SCHEDULES von Call, Nathan A., Trosclair-Lasserre, Nicole M., Findley, Addie J., Reavis, Andrea R., Shillingsburg, M. Alice

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A Randomized Trial of Direct Instruction Language for Learning in Children With Autism Spectrum Disorder von Scahill, Lawrence, Shillingsburg, M. Alice, Ousley, Opal, Pileggi, Moira L., Kilbourne, Rebecca L., Buckley, Derianne, Gillespie, Scott E., McCracken, Courtney

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The use of matrix training to promote generative language with children with autism von Frampton, Sarah E., Wymer, Sarah C., Hansen, Bethany, Shillingsburg, M. Alice

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Increasing Single-Word Requests to Multiword Requests in Children with Autism and Related Disabilities von Yosick, Rachel N., Muskat, Lori R., Bowen, Crystal N., Delfs, Caitlin H., Alice Shillingsburg, M.

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Teaching children with autism to mand for social information von Landa, Robin K., Frampton, Sarah E., Shillingsburg, M. Alice

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Brief Report: Feasibility and Preliminary Efficacy of a Behavioral Intervention for Minimally Verbal Girls with Autism Spectrum Disorder von Cariveau, Tom, Shillingsburg, M. Alice, Alamoudi, Arwa, Thompson, Taylor, Bartlett, Brittany, Gillespie, Scott, Scahill, Lawrence

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THE EFFECTS OF THE QUESTION "WHAT DO YOU WANT?" ON MAND TRAINING OUTCOMES OF CHILDREN WITH AUTISM von Bowen, Crystal N., Shillingsburg, M. Alice, Carr, James E.

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Teaching mands for information using speech generating devices: A replication and extension von Shillingsburg, M. Alice, Marya, Videsha, Bartlett, Brittany L., Thompson, Taylor M.

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Mands for Information Using “How” Under EO-Absent and EO-Present Conditions von Shillingsburg, M. Alice, Bowen, Crystal N., Valentino, Amber L.

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Implementing an applied verbal behavior model in classrooms von Shillingsburg, M. Alice, Frampton, Sarah E., Juban, Brittany, Weddle, Sarah A., Silva, Meghan R.

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