Table of Contents for Winter 2012 (Volume 45)
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Research Articles
(253K)
Jared T. Coon, and Caio F. Miguel.
The role of increased exposure to transfer of stimulus control procedures on the acquisition of intraverbal behavior. Pp. 657-666.
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(676K)
Jolene R. Sy and Timothy R. Vollmer. Discrimination acquisition in children with developmental disabilities under immediate and delayed reinforcement. Pp. 667-684.
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(1.4M)
Lauren Beaulieu, Gregory P. Hanley, and Aleasha A. Roberson.
Effects of responding to a name and group call on preschoolers' compliance Pp. 685-707.
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(331K)
Michelle D. Wallace, Brian A. Iwata, Gregory P. Hanley, Rachel H. Thompson, and Eileen M. Roscoe.
Noncontingent reinforcement: A further examination of schedule effects during treatment. Pp. 709-719.
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(334K)
Claudia L. Dozier, Brian A. Iwata, Jessica Thomason-Sassi, April S. Worsdell, and David M. Wilson.
A comparison of two pairing procedures to establish praise as a reinforcer. Pp. 721-735.
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(292K)
Charlotte L. Carp, Sean P. Peterson, Amber J. Arkel, Anna I. Petursdottir, and Einar T.
Ingvarsson. A further evaluation of picture prompts during auditory-visual conditional discrimination training. Pp. 737-751.
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(3.7M)
Natalie U. Rolider, Brian A. Iwata, and Christopher E. Bullock.
Influences of response rate and distribution on the calculation of interobserver reliability scores.
Pp. 753-762.
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(1.4M)
Nathan A. Call, Nicole M. Trosclair-Lasserre, Addie J. Findley, Andrea R. Reavis, and M. A. Shillingsburg.
Correspondence between single versus daily preference assessment outcomes and
reinforcer efficacy under progressive-ratio schedules. Pp. 763-777.
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(641K)
Carla M. Smith, Richard G. Smith, Joseph D. Dracobly, and Amy P. Pace.
Multiple-respondent anecdotal assessments: An analysis of interrater agreement and correspondence with analog assessment outcomes. Pp. 779-795.
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Reports
(192K)
Adriane Miliotis, Tina M. Sidener, Kenneth F. Reeve, Vincent Carbone, David W. Sidener, Lisa Radar and Lara Delmolino.
An evaluation of the number of presentations of target sounds during stimulus-stimulus pairing trials. Pp. 809-813.
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(543K)
Bridget A. Taylor, Jaime A. DeQuinzio, and Jaime Stine.
Increasing observational learning of children with autism: A preliminary analysis. Pp. 815-820.
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(292K)
Robert D. Long III, David A. Wilder, Alison Betz, and Ami Dutta. .
Effects of and preference for pay for performance: An analog analysis. Pp. 821-826.
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(381K)
Carrie M. Dempsey, Brian A. Iwata, Jennifer N. Fritz, and Natalie U. Rolider.
Observer training revisited: A comparison of in-vivo and video instruction. Pp. 827-832.
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(470K)
Crystal N. Bowen, M. A. Shillingsburg, and James E. Carr.
The effects of the question “what do you want?” on mand training outcomes for children with autism. Pp. 833-838.
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(603K)
Javier Virués Ortega, Brian A. Iwata, Celia Nogales-González, and Belén Frades.
Assessment of preference for edible and leisure items in individuals with dementia. Pp. 839-844.
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(268k)
Marc J. Lanovaz, John T. Rapp, and Stéphanie Ferguson.
The utility of assessing musical preference prior to implementing noncontingent music to reduce vocal stereotypy. Pp. 845-851.
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(282K)
Michael Passage, Matt Tincani, and Donald A. Hantula.
Teaching self-control with qualitatively different reinforcers. Pp. 853-857.
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(263K)
Anthony T. Fischetti, David A. Wilder, Kristin Myers, Yanerys Leon-Enriquez, Stephanie Sinn, and Rebecka Rodriguez. An evaluation of evidence-based interventions to increase compliance among children with autism. Pp. 859-863.
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(242K)
Carole Marion, Garry L. Martin, C. T. Yu, Charissa Buhler, Danni Kerr, and Amanda Claeys.
Teaching children with autism spectrum disorder to mand for information using “which?”
Pp. 865-870.
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Erratum
(22K)
Erratum: P. 720.
Edwards and Poling (2011).
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