Research Publications

We value the integration of behavioral science and practice, and strive to contribute to the research literature based on our experience and expertise providing clinical services.


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.



Bahry, S., Gerhardt, P. F., Weiss, M. J., Leaf, J. B., Putnam, R. F., & Bondy, A. (2023). The ethics of actually helping people: Targeting skill acquisition goals that promote meaningful outcomes for individuals with autism spectrum disorder. Behavior Analysis in Practice, 16, 672-695

Gilder, J., & Charlop, M. H. (2023). Increasing social communication by teaching texting to autistic children. Advances in Neurodevelopmental Disorders, 1-12. 

Kamana, B. U., Dozier, C.L. Kanaman, N. A., DiGennaro Reed, F., Glaze, S. M., Markowitz, A. M., ... & Erath, T. G. (2023). Large-scale evaluation of staff training in programs for adults with intellectual and developmental disabilities. Behavioral Interventions.

Livingston, C., Samaha, A., Hranchuk, K., & DePaolo, K. (2023). Effects of video self‐modeling on the preference and reinforcer value of toys for children diagnosed with autism spectrum disorder. Behavioral Interventions

Martin, R. M., Crowley-Zalaket, J., Gould, K., Weddle, S. A., & Anderson, C. M. (2023). Behavioral parent training via telehealth for autistic children: Further exploration of feasibility during the COVID-19 pandemic. Advances in Neurodevelopmental Disorders, 1-14

Zarcone, J. R., Brown, I., Langdon, P. E., Mullane, M., & Scheithauer, M. (2023). Response to Association for Behavior Analysis International task force on the use of contingent electric skin shock. Perspectives on Behavior Science, 46(2), 349-354.



Braren, J. T. B., Samaha, A. L., Livingston, C., Cividini‐Motta, C., & DePaolo, K. S. (2022). Extending abbreviated error‐correction assessments to adults with intellectual or developmental disabilities. Behavioral Interventions, 37(4), 1013-1029. 

Harmen, M., Kodak, T., Bergmann, S., & Juban, B. (2022). An analysis of the effects of topographically similar and dissimilar auditory stimuli on the accuracy and latency to respond in a math task. Learning and Motivation, 80, 101841.doi:10.1016/j.lmot.2022.101841 

Hozella, W., Garcia, Y. A., Ackerlund Brandt, J., Mahoney, A. (2022). Using joint control to teach activities of daily living and vocational tasks to students with autism. Behavioral Interventions. 37(1), 123-138. 

Iovannone, R. & Anderson, C. M. (in press) Critical issues and trends in the implementation of evidence-based practices in educational settings for students with autism: A 20-year update. Focus on Autism and Developmental Disabilities.

Landa, R. K., Hanley, G. P., Gover, H. C., Rajaraman, A. & Ruppell., K. W. (2022). Understanding the effects of prompting immediately after problem behavior occurs during functional communication training. Journal of Applied Behavior Analysis, 55(1), 121-137. doi: 10.1002/jaba.889.

Kamana, B. U., Dozier, C. L., Foley, E. A., & Hubbs, A. N. (2022). Descriptive versus general praise with and without edibles for acquisition in young children. Behavioral Interventions, 37(2), 222-238.

Maki, E., Shaw, S., Putnam, R., Harrington, E., Schrieber, S. (2022) Supporting students with autism spectrum disorders through school-wide positive behavior interventions and supports. Center on PBIS, University of Oregon.

Meyers, L. M., Ripple, H., Bates‐Brantley, K., Bobak, H., VanderWoude, T., & Gadke, D. L. (2022). Implementing the classroom password game via telehealth among students with intellectual disabilities. Psychology in the Schools, 1–17. 

Rajaraman, A., Hanley, G. P., Gover, H. C., Ruppel, K. W., & Landa, R. K. (2022) On the reliability and treatment utility of the practical functional assessment process. Behavior Analysis in Practice.

Scahill, L., Shillingsburg, M. A., Ousley, O., Pileggi, M., Kilbourne, R., Buckley, D., Gillespie, S., & McCracken, C. E. (2022) A randomized trial of direct instruction language for learning in children with autism spectrum disorder. Journal of the American Academy of Child and Adolescent Psychiatry. doi: 10.1016/j.jaac.2021.11.034.

Shillingsburg, M. A., Frampton, S. E., Walters, D. S., & Gayman, C. M. (2022). Teaching joint attention skills to pairs of children with autism. Behavioral Interventions. doi: 10.1002/bin.1864.

Shillingsburg, M. A., Frampton, S. E., Juban, B., Weddle, S. A., & Silva, M. R. (2022) Implementing an applied verbal behavior model in classrooms. Behavioral Interventions, 37(1), 56-78.

Smilak, N. & Putnam, R. (2022) A critique of colonialism and modern aid in Africa: What would Skinner say? Behavior and Social Issues special issue on revitalizing behavioral community psychology, 252-273..

Strickland-Cohen, K., Newson, A., Myer, K., Putnam, R., Kern, L., Myer, B., & Flammini, E. (2022) Strategies for de-escalating student behavior. Eugene, OR: Center on PBIS, University of Oregon.



Anderson, C. M., Iovannone, R., Smith, T., Levato, L., Martin, R., Cavanaugh, B., Hochheimer, S., Wang, H., Iadarola, S. (2021) Thinking small to think big: Modular approach for autism programming in schools (MAAPS). Journal of Autism and Developmental Disorders, 51,193-211

Cariveau, T. McCracken, C. E., Bradshaw, J., Postorino, V., Shillingsburg, M.  A., …Scahill, L. (2021). Gender differences in treatment-seeking youth with autism spectrum disorder. Journal of Child and Family Studies, 30(10), 784-792.

Edlestein, M., Becraft, J., Gould, K., & Sullivan A. (2021) Evaluation of a delay and denial tolerance program to increase appropriate waiting trained via telehealth. Behavioral Interventions (in press).

Falligant, J. M., Schmidt, J., Carver, A., & Zarcone, J. R. (2021). Assessment and treatment of public disrobing using noncontingent reinforcement and competing stimuli. Behavior Analysis: Research and Practice, 21(1), 75-83.

Frampton, S., Munk, G., Shillingsburg, L.A. & Shillingsburg, M. A. (2021). A systematic review of applications of direct instruction with individuals with autism spectrum disorder. Perspectives on Behavior Science.

Kern, L., Simonsen, B., George, H. P., Robbie, K., & Putnam, B. (2021). Questions for families to consider when concerned about their child's behavior. Center on PBIS, University of Oregon.

Martin, R. J., Cavanaugh, B., Levato, L., Fontechia, K., Hochheimer, S., Iadarola, S., Iovannone, R., Smith, T., & Anderson, C. M. (2021). Modular approach to autism programs in schools (MAAPS): a feasibility study. Contemporary School Psychology, 1-11.

Marya, V., Frampton, S., & Shillingsburg, M. A. (2021). Matrix training to teach tacts using speech generating devices: Replication and extension. Journal of Applied Behavior Analysis, 54(3), 1235-1250.

Meyer, K., Sears, S., Putnam, R., Phelan, C., Burnett, A., Warden, S., Simonsen, B. (2021). Supporting students with disabilities with positive behavioral interventions and supports in the classroom: Lessons learned from research and practice. Beyond Behavior, 30(3), 169-178.

Shillingsburg, M. A., Frampton, S., Juban, B., Weddle, S., & Silva, M. (2021). Implementing an applied verbal behavior model in classrooms. Behavioral Interventions.

Vidovic, J., Cornell, M., Frampton, S., & Shillingsburg, M. A. (2021). Adventures in direct instruction implementation: The devil is in the details. Behavior Analysis in Practice.



Frampton, S. E., Shillingsburg, M. A., Simeone, P. J. (2020). Feasibility and preliminary efficacy of direct instruction for individuals with autism using speech-generating devices. Behavior Analysis in Practice 13, 648-658.

Hagopian, L., Frank-Crawford, M., Javed, N., Fisher, A., Dillon, C., Zarcone, J. R. & Rooker, G. (2020) Initial outcomes of augmented competing stimulus assessment. Journal of Applied Behavior Analysis, 53(4), 2172-2185.

Iannaccone, J. A., Hagopian, L. P., Javed, N., Borrero, J. C., & Zarcone, J. R. (2020). Rules and statements of reinforcer loss in differential reinforcement of other behavior, Behavior Analysis in Practice, 13, 81-89.

Landa, R., Frampton, S., & Shillingsburg, M. A. (2020). Teaching children with autism to mand for social information. Journal of Applied Behavior Analysis. 53(4). 2271-2286.

Martin, R. J., Anderson, C. M., Gould, K. M., Kleinert., W. L., & Morganelli, M. (2020). A descriptive secondary analysis of school-based interventions for students with autism spectrum disorder. Contemporary School Psychology, 1-11. Doi: 10.1007/

Martin, R. J., Anderson, C. M., Gould, K. M., Kleinert., W. L., & Morganelli, M. (2020). A descriptive secondary analysis of evidence-based interventions for students with autism spectrum disorder. Journal of Autism and Developmental Disorders

Nevill, R. E., Rey, C. N., Javed, N., Rooker, G., Yoo, H. & Zarcone, J. R., (2020). The development, reliability, and validity of the social impact of repetitive behavior scale in children with autism spectrum disorder. Journal of Mental Health Research in Intellectual Disabilities, 13(2), 127-140.

Shillingsburg, M. A., Frampton, S., Schenk, Y., Thompson, T., Bartlett, B., & Hansen, B. (2020). Evaluation of a treatment package to increase mean length of utterances for children with autism. Behavior Analysis in Practice, 13(3), 659-673.

Silva, M. R., Collier‐Meek, M. A., Codding, R. S., & DeFouw, E. R. (2020). Acceptability assessment of school psychology interventions from 2005 to 2017. Psychology in the Schools, 57,62-77.

Zarcone, J. R., Mullane, M., Langdon, P., & Brown, I. (2020). Contingent electric shock as a treatment for challenging behavior for people with intellectual and developmental disabilities: Support for IASSIDD policy statement opposing its use. Journal of Policy and Practice in Intellectual Disabilities. 17(4), 291-296.



Aguirre, A. A., LeBlanc, L. A., Reavis, A., Shillingsburg, M. A., Delfs, C., Miltenberger, C. A., & Geiger, K. B. (2019). Evaluating the effects of similar and distinct discriminative stimuli during auditory conditional discrimination training with children with autism. The Analysis of Verbal Behavior.

Anderson, C. M., Weddle, S., & Walsh, M. (2019), Investigation of functional analysis methodology in adult service programs to develop efficient and effective treatment approaches. Advances in Neurodevelopmental Disorders, 3 386-396.

Cariveau, T., Shillingsburg, M. A., Alamoudi, A., Thompson, T., Bartlett, B., Gillespie, S. Scahill, L. (2019). A structured intervention to increase response allocation to instructional settings for children with autism apectrum disorder. Journal of Behavioral Educationdoi: 10.1007/s10864-019-09340-x.

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. DOI: 10.1007/s10803-018-03872.

Frampton, S. E. & Shillingsburg, M. A. (2019). Promoting the development of verbal responses using instructive feedback. Journal of Applied Behavior Analysis. doi: 10.1002/jaba.659.

Frampton, S. E., Thompson, T., Bartlett, B., Hansen, B., & Shillingsburg, M. A. (2019). The use of matrix training to teach color-shape tacts to children with autism. Behavior Analysis in Practice, 12, 320-330. doi:10.1007/s40617-018-00288-4.

Gordon, K. & Shillingsburg, A. (2019). Teaching mands for social information to individuals with developmental disabilities. Advances in Neurodevelopmental Disorders, 1-9, doi: 10.1007/s41252-019-00126-w.

Gordon, K. & Fefer, S. (2019). Discipline and demographics: Which factors relate to school climate perceptions among secondary school students? School Psychology Forum, 13(1), 16-28.

Gould, K. M., Collier-Meek, M., DeFouw, E. R., Silva, M., & Kleinert, W. (2019). A systematic review of treatment integrity assessment from 2004 to 2014: Examining behavioral interventions for students with autism spectrum disorder. Contemporary School Psychology, 1-11.

Horner, R. H., Ward, C. S., Fixsen, D. L., Sugai, G., McIntosh, K., Putnam, R., & Little, H. D. (2019). Resource leveraging to achieve large-scale implementation of effective educational practices. Journal of Positive Behavior Interventions.  21(2), 1–10.  doi: 10.1177/1098300718783754

Iannaccone, J. A., Hagopian, L. P., Javed, N., Borrero, J. C., & Zarcone, J. R. (2019). Rules and statements of reinforcer loss in differential reinforcement of other behavior. Behavior Analysis in Practice, 1-9.

Iovannone, R., Iadarola, S., Hodges, S., Haynes, R., Stark, C., McFee, K., Grace, S., Anderson, C.M., & Smith, T. (2019). An extra set of hands: A qualitative analysis of stakeholder perspectives on implementation of a modular approach to school adoption of evidence-based interventions for students with autism spectrum disorder. International Journal of Positive Behavioural Interventions, 9 25-40.

Jimenez-Gomez, C., Rajagopal, S., Nastri, R., & Chong, I. M. (2019). Matrix training for expanding the communication of toddlers and preschoolers with autism spectrum disorder. Behavior Analysis in Practice, 1-12.

Jimenez‐Gomez, C., McGarry, K., Crochet, E., Chong, I. M. (2019). Training behavioral technicians to implement naturalistic behavioral interventions using behavioral skills training. Behavioral Interventions, 1– 10.

Phillips, C. L., Vollmer, T. R., & Porter, A. K. (2019). Generalized instruction following with textual prompts. Journal of Applied Behavior Analysis, 52(4), 1140-1160.

Scheithauer, M., Muething, C. S., Silva, M. R., Gerencser, K. R., Krantz, J., & Call, N. A. (2019). Using caregiver report on the impact of challenging behavior exhibited by children with autism spectrum disorder to guide treatment development and outcomes. International Journal of Developmental Disabilities, 65, 265-276.

Shillingsburg, M. A.Frampton, S. E. (2019). The effects of the interspersal of related responses on the emergence of intraverbals for children with autism spectrum disorder. The Analysis of Verbal Behavior, 35, 172-195. doi: /10.1007/s40616-019-00110-4.

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.

Shillingsburg, M. A., Marya, V., Bartlett, B., Thompson, T., & Walters, D. (2019). Reporting past behavior in children with autism with the use of a speech generating device. The Analysis of Verbal Behavior.DOI: 10.1007/s40616-019-00112-2.

Simonsen, B., Freeman J., Swain-Bradway, J., Peshak George, H., Putnam, R., Lane, K. L., Sprague, J., & Hershfeldt, P. (2019). Using data to support educators’ implementation of positive classroom behavior support (PCBS) practices. Education and Treatment of Children, 42(2) 265-290. 

Tullis, C.A., Frampton, S. E., Delfs, C.H., Greene, K., & Reed, S. (2019). The effects of instructive feedback and stimulus equivalence procedures on group instructional outcomes. Journal of Behavioral Education. doi: 10.1007/s10864-019-09349-2.

Zarcone, J. R., Brodhead, M., & Tarbox, J. (2019). Beyond a call to action: An introduction to the special issue on diversity and equity in the practice of behavior analysis. Behavior Analysis in Practice, 12(4), 741-742.



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 Modification42, 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 Interventions21, 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.



Research Publications Archival List (partial)