Establishing praise as a conditioned reinforcer: Pairing with one versus multiple reinforcers von Dudley, Laura L., Axe, Judah B., Allen, Ronald F., Sweeney‐Kerwin, Emily J.

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INCREASING THE VOCAL RESPONSES OF CHILDREN WITH AUTISM AND DEVELOPMENTAL DISABILITIES USING MANUAL SIGN MAND TRAINING AND PROMPT DELAY von Carbone, Vincent J., Sweeney-Kerwin, Emily J., Attanasio, Vivian, Kasper, Tamara

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Teaching Eye Contact to Children with Autism: A Conceptual Analysis and Single Case Study von Carbone, Vincent J., O'Brien, Leigh, Sweeney-Kerwin, Emily J., Albert, Kristin M.

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Increasing the Mand Repertoire of Children With Autism Through the Use of an Interrupted Chain Procedure von Albert, Kristin M., Carbone, Vincent J., Murray, Danielle D., Hagerty, Margaret, Sweeney-Kerwin, Emily J.

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Transferring Control of the Mand to the Motivating Operation in Children with Autism von Sweeney-Kerwin, Emily J, Carbone, Vincent J, O'Brien, Leigh, Zecchin, Gina, Janecky, Marietta N

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The role of joint control in teaching listener responding to children with autism and other developmental disabilities von Causin, Kaitlin G., Albert, Kristin M., Carbone, Vincent J., Sweeney-Kerwin, Emily J.

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A Comparison of Two Approaches for Teaching VB Functions: Total Communication vs. Vocal-Alone von Carbone, Vincent J., Lewis, Lisa, Sweeney-Kerwin, Emily J., Dixon, Julie, Louden, Rose, Quinn, Susan

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