Our staff have authored hundreds of peer-reviewed journal articles, book chapters, and books. Articles have appeared in scholarly journals such as Journal of Applied Behavior Analysis, Behavior Modification, Journal of Developmental and Physical Disabilities, Journal of Behavior Therapy and Experimental Psychiatry, Behavior Interventions, Journal of Organizational Behavior Management, and Child and Family Behavior Therapy.
Anderson, C. M., Weddle, S. A., Walsh, M. L., Guglielmo, J. (2019). Investigation of functional analysis methodology in adult service programs to develop efficient and effective treatment approaches. Advances in Neurodevelopmental Disorders.
Cariveau, T., Shillingsburg, M. A., Alamoudi, A., Thompson, T., Bartlett, B., Gillespie, S. Scahill, L. (2019). Feasibility and preliminary efficacy of a structured behavioral intervention for minimally verbal girls with autism spectrum disorder. Journal of Autism and Developmental Disorders.
Shillingsburg, M. A., Hansen, B., & Wright, M. (2019). Rapport-building and instructional fading prior to discrete-trial instruction: Moving from child-led play to intensive teaching. Behavior Modification, 43, 288-306.
Alligood, C., Anderson, C., & McGee, H. (2018). Casting a wider net: an analysis of scholarly contributions of behavior analysis graduate program faculty. Behavior Analysis in Practice.
Anderson, C. M., Smith, T., & Wilczynski, S. M. (2018). Advances in school-based interventions for students with autism spectrum disorder. Behavior Modification, 42, 3-10.
Anderson, C. M., Smith, T. R., & Iovonne, R. (in press). Supporting students with autism in public schools. Education and Treatment of Children.
Edwards, C., Landa, R., Frampton, S., & Shillingsburg, M. A. (2018). Increasing functional leisure engagement for children with autism using backward chaining. Behavior Modification, 42, 9-33.
Frampton, S. E., Thompson, T., Bartlett, B., Hansen, B., Shillingsburg, M. A. (2018). Use of a matrix training approach to teach color-shape tacts to children with autism. Behavior Analysis in Practice.
Frampton, S. E., & Shillingsburg, M. A.(2018). Teaching children with autism to explain how: A case for problem solving? Journal of Applied Behavior Analysis, 51, 236-254.
Hansen, B., DeSouza, A., Stevens, A., & Shillingsburg, M. A. (2018). Clinical application of a high-probability sequence to promote compliance with vocal imitation in a child with autism spectrum disorder. Behavior Analysis in Practice.
Horner, R.H., Ward, C. S., Fixsen, D.L., Sugai, G., McIntosh, K., Putnam, R., & Little, H.D. (2018) Resource leveraging to achieve large-scale implementation of effective educational practices. Journal of Positive Behavior Interventions, 21, 1–10.
Livingston, C. E., & Graff, R. B. (2018). Further evaluation of the use of preference categories to identify novel reinforcers: A systematic replication. Behavioral Interventions. 2018; 1-12.
Shillingsburg, M. A., Frampton, S. E., Cleveland, S. A., & Cariveau, T. (2018). A clinical application of procedures to promote the emergence of untrained intraverbal relations with children with autism. Learning and Motivation, 62, 51-66..
Shillingsburg, M. A., Frampton, S. E., Wymer, S. C., & Bartlett, B. (2018). A preliminary procedure for teaching children with autism to mand for social information. Behavior Analysis in Practice, 11, 34-38.
Tullis, C., Marya, V., & Shillingsburg, M. A. (2018). Enhancing instruction via instructive feedback for a child with autism using a speech generating device, The Analysis of Verbal Behavior.
Weist, M. D., Eber, L., Horner, R., Splett, J., Putnam, R. F., Barrett, S., Perales, K., Fairchild, A. J., & Hoover, S. (2018). Improving multitiered systems of support for students with "internalizing" emotional/behavioral problems. Journal of Positive Behavior Interventions.
Anderson, C. M., Iovannone, R. I., & Scott, T. (2017). Understanding setting events: What they are and how to identify them. Beyond Behavior.
Anderson, C. M., Martin, R. J., & Haynes, R. D. (2017). Supporting students with autism spectrum disorder in rural schools. Handbook of Rural School Mental Health, 13, 213-230.
Kautz, M., Debar, R. M., Vladescu, J. C., & Graff, R. B. (2017). A further evaluation of choice of task sequence. Journal of Special Education.
Kelley, M., Shillingsburg, M. A., & Bowen, C.N. (2017). Time since reinforcer access produces gradations of motivation. Learning and Motivation, 57, 61-66.
Landa, R., Hansen, B., & Shillingsburg, M. A. (2017). Teaching mands for information using “when?” to children with autism. Journal of Applied Behavior Analysis, 5-, 538-551.
Liebel, S. W., Jones, E. C., Oshri, A., Hallowell, E. S., Jerskey, B. A., Gunstad, J., & Sweet, L. H. (2017). Cognitive processing speed mediates the effects of cardiovascular disease on executive functioning. Neuropsychology, Jan: 31(1), 44-51.
Shillingsburg, M. A. & Cariveau, T. (2017). Responding to conversational partners’ behavior: Teaching children with autism strategies to recapture the interest of others. Evidence-Based Communication Assessment and Intervention.
Shillingsburg, M. A., Cariveau, T., Talmadge, B., & Frampton, S. (2017). A preliminary analysis of procedures to teach children with autism to report past behavior. The Analysis of Verbal Behavior, 33, 275-282.
Tabere, T. A., Lambright, N., & Luiselli, J. K. (2017). Video modeling training effects on types of attention delivered by educational care providers. Behavior Analysis in Practice, 1-6.
Tullis, C., Frampton, S., Delfs, C., & Shillingsburg, M. A. (2017) Teaching problem explanations using instructive feedback. The Analysis of Verbal Behavior, 33, 64-79.
Jerskey, B. A. (2016). Neuropsychology: When is the right time to adopt test revisions? APPIC E-Newsletter, (pp. 21-11).
Nese, R. N. T., Anderson, C. M., Ruppert, T., & Fisher, P. (2016). Effects of a video feedback parent training program during child welfare visitation. Children and Youth Services Review, 71, 266-276.
Putnam, R. F., and Knoster, T. (2016). A reply to the commentaries on “School-wide PBIS: An example of applied behavior analysis implemented at a scale of social importance” by Horner and Sugai (2015). PBIS is function over form: The clear behavioral roots and opportunities the PBIS framework presents to the field of behavior analysis moving forward. Behavior Analysis in Practice.
Strohmeier, C., & Luiselli, J. K. (2016). Pica. I. L. Rubin, J. Merrick, D. E. Greydanus, & D. R. Patel (Eds.), Healthcare for People with Intellectual and Developmental Disabilities Across the Lifespan.
Donaldson, D. L. (2015). Enuresis and encopresis. In H. Friedman (Ed.), Encyclopedia of Mental Health, 2nd Edition, New York, NY, Elsevier.
Kincaid, D., Putnam, R. F. (2015). School-wide PBIS: Extending the impact of applied behavior analysis. Why is this important to behavior analysts? Behavior Analysis in Practice, May: 8(1), 88-91.
Luiselli, J. K. (2015). Developmental disabilities. In A. M. Nezu & C. M. Nezu (Eds.), The Oxford Handbook of Cognitive and Behavioral Therapies. New York: Oxford University Press.
Parent, V., Birthwell, K., Lambright, N., & Dubard, M. (2015). Combining CBT and behavioral analytic approaches to target severe emotion dysregulation in verbal youth with ASD and ID. Journal of Mental Health Research in Intellectual Disabilities, 9 (1-2), 60-82.
Queen, A. H., Donaldson, D. L., & Luiselli, J. K. (2015). Interpersonal psychotherapy and cognitive-behavioral therapy as an integrated treatment approach for co-occurring bipolar I and social anxiety disorder. Clinical Case Studies, 14, 434-448.