Pivotal Skills Research Citations

Research Citations

Arnold, A., Semple, R. J., Beale, I., & Fletcher-Flinn, C. M. (2000). Eye contact in children’s social interactions: What is normal behaviour? Journal of Intellectual & Developmental Disability, 25(3), 207–216.

Axe, J. B., & Laprime, A. P. (2017). The effects of contingent pairing on establishing praise as a reinforcer with children with Autism. Journal of Developmental and Physical Disabilities, 29(2), 325–340.

Baer, D. M., Peterson, R. F., & Sherman, J. A. (1967). The development of imitation by reinforcing behavioral similarity to a model. Journal of the Experimental Analysis of Behavior, 10(5), 405–416.

Baer, D. M., & Sherman, J. A. (1964). Reinforcement control of generalized imitation in young children. Journal of Experimental Child Psychology, 1(1), 37–49.

Barnes-Holmes, D. Hayes, S.C., & O’Hara, D. (2001). Multiple stimulus relations and the transformation of stimulus functions. In B. Hayes, S.C., Barnes-Holmes, D., Roche (Ed.), Relational frame theory: A post-Skinnerian account of human language and cognition (pp. 51–71). New York: Klluwer Academic/Plenum Publishers.

Bosch, S., & Fuqua, R. W. (2001). Behavioral cusps: a model for selecting target behaviors. Journal of Applied Behavior Analysis, 34(1), 123–125.

Burgess, R. L., Burgess, J. M., & Esveldt, K. C. (1970). An analysis of generalized imitation. Journal of Applied Behavior Analysis, 3(I), 39–46.

Carbone, V. J., O’Brien, L., Sweeney-Kerwin, E. J., & Albert, K. M. (2013). Teaching eye contact to children with autism: A conceptual analysis and single case study. Education & Treatment of Children, 36(2), 139–159.

Carpenter, M., Nagell, K., Tomasello, M., Butterworth, G., & Moore, C. (1998). Social cognition, joint Attention, and communicative competence from 9 to 15 Months of Age. Monographs of the Society for Research in Child Development, 63(4), 1–174.

Carr, E. G. (1982). Sign Language. In A. Koegel, R.L, Egel, A.L., Rincover (Ed.), Educating and Understanding Autistic Children (pp. 142–157). Sand Diego, CA: College-Hill Press.

Chapman, S. S., Ewing, C. B., & Mozzoni, M. P. (2005). Precision teaching and fluency training across cognitive, physical, and academic tasks in children with traumatic brain injury: A multiple baseline study. Behavioral Interventions, 20(1), 37–49.

Charlop, M. H., Schreibman, L., & Thibodeau, M. G. (1985). Increasing spontaneous verbal responding in autistic children using a time delay procedure. Journal of Applied Behavior Analysis, 18(2), 155–166.

Charman, T., Baron-Cohen, S., Swettenham, J., Baird, G., Cox, A., & Drew, A. (2000). Testing joint attention, imitation, and play as infancy precursors to language and theory of mind. Cognitive Development.

Charman, T., Baron-Cohen, S., Swettenham, J., Baird, G., Drew, A., & Cox, A. (2003). Predicting language outcome in infants with autism and pervasive developmental disorder. International Journal of Language and Communication Disorders, 38(3), 265–285.

Dass, T. K., Kisamore, A. N., Vladescu, J. C., Reeve, K. F., Reeve, S. A., & Taylor‐Santa, C. (2018). Teaching children with autism spectrum disorder to tact olfactory stimuli. Journal of Applied Behavior Analysis, 3(3), 538–552.

Dawson, G., Toth, K., Abbott, R., Osterling, J., Munson, J., Estes, A., & Liaw, J. (2004). Early social attention impairments in Autism: Social orienting, joint attention, and attention to distress. Developmental Psychology, 40(2), 271–283.

DeQuinzio, J. A., Townsend, D. B., Sturmey, P., & Poulson, C. L. (2007). Generalized imitation of facial models by children with Autism. Journal of Applied Behavior Analysis, 40(4), 755–759.

Dozier, C. L., Iwata, B. A., Thomason-Sassi, J., Worsdell, A. S., & Wilson, D. M. (2012). A comparison of two pairing procedures to establish praise as a reinforcer. Journal of Applied Behavior Analysis, 45(4), 721–735.

Drash, P. W., High, R. L., & Tudor, R. M. (1999). Using mand training to establish an echoic repertoire in young children with autism. The Analysis of Verbal Behavior, 16(1957), 29–44.

Dube, W. V., Iennaco, F. M., & McIlvane, W. J. (1993). Generalized identity matching to sample of two-dimensional forms in individuals with intellectual disabilities. Research in Developmental Disabilities, 14(6), 457–477.

Dube, W. V., & Serna, R. W. (1998). Re-evaluation of a programmed method to teach generalized identity matching to sample. Research in Developmental Disabilities, 19(4), 347–379.

Dube, W. V, Macdonald, R. P. F., Mansfield, R. C., Holcomb, W. L., & Ahearn, W. H. (2004). Toward a behavioral analysis of joint attention. The Behavior Analyst, 27(2), 197–207.

Dube, W. V, & Mcilvane, W. J. (1992). An analysis of generalized matcing-to-sample test procedures. The Psychological Record, 42(1), 17.

Duker, P. C., & Jutten, W. (2018). Establishing gestural yes-no responding with individuals with profound mental retardation. Education and Training in Mental Retardation and Developmental Disabilities, 32(1), 59–67.

Dunlap, G., DePerczel, M., Clarke, S., Wilson, D., Wright, S., White, R., & Gomez, A. (1994). Choice making to promote adaptive behavior for students with emotional and behavioral challenges. Journal of Applied Behavior Analysis, 27(3), 505–518.

Eastridge, D., & Mozzoni, M. P. (2005). Fluency and functional motor skills following brain injury. Behavioral Interventions, 20(1), 77–89.

Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363–406.

Erjavec, M., Lovett, V. E., & Horne, P. J. (2009). Do infants show generalized imitation of gestures? II. The effects of skills training and multiple examplar matching training. Journal of the Experimental Analysis of Behavior, 91(3), 355–376.

Falcomata, T. S., Northup, J. A., Dutt, A., Stricker, J. M., Vinquist, K. M., & Engebretson, B. J. (2008). A preliminary analysis of instructional control in the maintenance of appropriate behavior. Journal of Applied Behavior Analysis, 41(3), 429–434.

Fischetti, A. T., Wilder, D. a, Myers, K., Leon-Enriquez, Y., Sinn, S., & Rodriguez, R. (2012). An evaluation of evidence-based interventions to increase compliance among children with autism. Journal of Applied Behavior Analysis, 45(4), 859–863.

Foxx, R. M. (1977). Attention training: the use of overcorrection avoidance to increase the eye contact of autistic and retarded children. Journal of Applied Behavior Analysis, 10(3), 1311211.

Garcia, E., Baer, D. M., & Firestone, I. (1971). The development of generalized imitation within topographically determined boundaries. Journal of Applied Behavior Analysis, 4(2), 101–112.

Gena, A., Couloura, S., & Kymissis, E. (2005). Modifying the affective behavior of preschoolers with autism using in-vivo or video modeling and reinforcement contingencies. Journal of Autism and Developmental Disorders, 35(5), 545–556.

Goldstein, M. K., & Pennypacker, H. S. (1980). Improved detection of human breast Lesions following experim ental training. Cancer, 46, 408–414.

Green, C. W., Reid, D. H., Canipe, V. S., & Gardner, S. M. (1991). A comprehensive evaluation of reinforcer identification processes for persons with profound multiple handicaps. Journal of Applied Behavior Analysis, 24(3), 537–552.

Green, D., Baird, G., Barnett, A. L., Henderson, L., Huber, J., & Henderson, S. E. (2002). The severity and nature of motor impairment in Asperger’s syndrome: a comparison with specific developmental disorder of motor function. Journal of Child Psychology and Psychiatry, 43(5), 655–668.

Guess, D., Benson, H. A., & Siegel-Causey, E. (2008). Concepts and Issues Related to Choice Making and Autonomy Among Persons With Severe Disabilities. Research and Practice for Persons with Severe Disabilities, 33(1), 75–81.

Hanney, N. M., & Tiger, J. H. (2012). Teaching coin discrimination to children with visual impairments. Journal of Applied Behavior Analysis, 45(1), 167–172.

Helgeson, D. C., Fantuzzo, J. W., Smith, C., & Barr, D. (1989). Eye-contact skill training for adolescents with developmental disabilities and severe behavior problems. Education and Training in Mental Retardation, 24(1), 56–62.

Horne, P. J., & Erjavec, M. (2007). Do infants show generalized imitation of gestures? Journal of the Experimental Analysis of Behavior, 87(1), 63–87.

House, B. J. (1964). Oddity performance in retardates: I. Acquisition and Transfer. Child Development, 35(3), 635–643.

Jones, E. a., & Carr, E. G. (2004). Joint attention in children with Autism: Theory and interverntion. Focus on Autism and Other Developmental Disabilities, 19(1), 13–26.

Kerr, N., Meyerson, L., Flora, J., Tharinger, D., Schallert, D., Casey, L., & Fehr, M. J. (1977). The measurement of motor, visual, and auditory discrimination skills in mentally retarded children and adults and in young normal children. Monographs of the Division of Rehabilitation Psychology, American Psychological Association, 24(3), 91–206.

Kleinke, C. L. (1986). Gaze and eye contact. Psychological Bulletin, 100(1), 78–100.

Lee, G. T., Luke, N., & LeePark, H. S. (2014). Using mand training to increase vocalization rates in infants. Psychological Record, 64(3), 415–421.

Leekam, S., Baron-Cohen, S., Perrett, D., Milders, M., & Brown, S. (1997). Eye-direction detection: A dissociation between geometric and joint attention skills in autism. British Journal of Developmental Psychology, 15(1), 77–95.

Luciano, C., Rodriguez, M., Manas, Ruiz, F., Berens, N. M., Valdivia-Salas, S. (2009). Acquiring the earliest relational operants: Coordination, distinction, opposition, comparison, and hierachy. In Derived Relations Resonding Applications for Learners with Autism and Other Developmental Disabilities: A progressive Guide to Change (pp. 149–172). Oakland, CA: New Harbinger Press.

Lugo, A. M., Mathews, T. L., King, M. L., Lamphere, J. C., & Damme, A. M. (2017). Operant discrimination training to establish praise as a reinforcer. Behavioral Interventions, 32(4), 341–356.

MacDonald, R., Anderson, J., Dube, W. V., Geckeler, A., Green, G., Holcomb, W., … Sanchez, J. (2006). Behavioral assessment of joint attention: A methodological report. Research in Developmental Disabilities, 27(2), 138–150.

Marion, C., Vause, T., Harapiak, S., Martin, G. L., Yu, C. T., Sakko, G., & Walters, K. L. (2003). The hierarchical relationship between several visual and auditory discriminations and three verbal operants among individuals with developmental disabilities. The Analysis of Verbal Behavior, 19, 91–105.

Martin, G. L., Thorsteinsson, J. R., Yu, C. T., Martin, T. L., Vause, T., & Publications, U. S. S. (2008). The Assessment of Basic Learning Abilities test for predicting learning of persons with intelectual disabilites: A review. Behavior Modification, 32(2), 228–247.

May, R. J., Stewart, I., Baez, L., Freegard, G., & Dymond, S. (2017). Arbitrarily applicable spatial relational responding. Journal of the Experimental Analysis of Behavior, 107(2), 234–257.

Michael, J. (1988). Establishing operations and the mand. The Analysis of Verbal Behavior, 6(2), 3–9.

Ming, S., & Stewart, I. (2017). When things are not the same: A review of research into relations of difference. Journal of Applied Behavior Analysis, 50(2), 429–455.

Mithaug, D. E., & Hanawalt, D. A. (1978). The validation of procedures to assess prevocational task preferences in retarded adults. Journal of Applied Behavior Analysis, 11(1), 153–162.

Neef, N. A., Walters, J., & Egel, A. L. (1984). Establishing generative yes/no responses in developmentally disabled children. Journal of Applied Behavior Analysis, 17(4), 453–460.

Newsome, K. B., Berens, K. N., Ghezzi, P. M., Aninao, T., & Newsome, W. D. (2014). Training relational language ot improve reading comprehension, 2(2), 47–80.

Pace, G. M., Ivancic, M. T., Edwards, G. L., Iwata, B. a, & Page, T. J. (1985). Assessment of stimulus preference and reinforcer value with profoundly retarded individuals. Journal of Applied Behavior Analysis, 18(3), 249–255.

Parsons, Marsha B. & Reid, D. H. (1990). Assessing food preference among persons with profound mental retardation: Providing opportunities to make choices. Journal of Applied Behavior Analysis, 2, 183–195.

Poulson, C. L., & Kymissis, E. (1988). Generalized imitation in infants. Journal of Experimental Child Psychology, 46(3), 324–336.

Quinn, J. M., Sherman, J. a, Sheldon, J. B., Quinn, L. M., & Harchik,  a E. (1992). Social validation of component behaviors of following instructions, accepting criticism, and negotiating. Journal of Applied Behavior Analysis, 25(2), 401–413.

Rehfeldt, R. A. (2011). Toward a technology of derived stimulus relations: An analysis of articles published in the Journal of Applied Behavior Analysis, 1992–2009. Journal of Applied Behavior Analysis, 44(1), 109–119.

Roche, B., Barnes-Holmes, Y., Barnes-Holmes, D., Stewart, I., & O’Hora, D. (2002). Relational frame theory: A new paradigm for the analysis of social behavior. The Behavior Analyst, 25(1), 75–91.

Ross, D. E., & Greer, R. D. (2003). Generalized imitation and the mand: Inducing first instances of speech in young children with autism. Research in Developmental Disabilities, 24(1), 58–74.

Sakko, G., Martin, T. L., Vause, T., Martin, G. L., & Yu, C. T. (2004). Visual-visual nonidentity matching assessment: a worthwhile addition to the assessment of basic learning abilities test. American Journal of Mental Retardation, 109(1), 44–52.

Scheithauer, M. C., & Tiger, J. H. (2014). Teaching braille line tracking using stimulus fading. Journal of Applied Behavior Analysis, 47(3), 612–616.

Schertz, H. H., & Odom, S. L. (2004). Joint attention and early intervention with conceptual framework promising approaches, 27(1), 42–54.

Serna, R. W., Dube, W. V., & McIlvane, W. J. (1997). Assessing same/different judgments in individuals with severe intellectual disabilities: A status report. Research in Developmental Disabilities, 18(5), 343–368.

Shillingsburg, M. A., Kelley, M. E., Roane, H. S., Kisamore, A., & Brown, M. R. (2009). Evaluation and training of yes–no responding across verbal operants. Journal of Applied Behavior Analysis, 42(2), 209–223.

Sidman, M. (2009). Equivalence relations and behavior: an introductory tutorial. The Analysis of Verbal Behavior, 25, 5–17.

Sidman, M., Willson-Morris, M., & Kirk, B. (1986). Matching-to-sample procedures and the development of equivalence relations: The role of naming. Analysis and Intervention In Developmental Disablities, 6(1–2), 1–19.

Skinner, B. F. (1953). Science and Human Behavior. New York: Macmillan.

Skinner, B. F. (1957). Verbal Behavior. East Norwalk, CT, US: Appleton-Century-Crofts.

Slocum, S. K., Miller, S. J., & Tiger, J. H. (2012). Using a blocked-trials procedure to teach identity matching to a child with autism. Journal of Applied Behavior Analysis, 45(3), 619–624.

Solberg, K. M., Hanley, G. P., Layer, S. a, & Ingvarsson, E. T. (2007). The effects of reinforcer pairing and fading on preschoolers’ snack selections. Journal of Applied Behavior Analysis, 40(4), 633–644.

Soraci, S. A., Deckner, C. W., Baumeister, A. A., Bryant, J. T., Mackay, H. A., Stoddard, L. T., & McIlvane, W. J. (1991). Generalized oddity performance in preschool children: A bimodal training procedure. Journal of Experimental Child Psychology, 51(2), 280–295.

Soraci, S. A. J., Deckner, C. W., Haenlein, M., Baumeister, K. M.-S., & Blanton, R. L. (1987). Oddity performance in preschool children at risk for mental retardation: Transfer and maintenance. Research in Developmental Disabilities, 8(1), 137–151.

Stahl, J. R., Thomson, L. E., Leitenberg, H., & Hasazi, J. E. (1974). Establishment of praise as a conditioned reinforcer in socially unresponsive psychiatric patients. Journal of Abnormal Psychology, 83(5), 488–496.

Steinman, Warren, M. (1970). Generalized imitation and the discrimination hypothesis. Journal of Experimental Child Psychology, 10, 79–99.

Tomasello, M., & Farrar, M. J. (1986). Joint attention and early language. Source: Child Development, 57(6), 1454–1463.

Toussaint, K. A., Scheithauer, M. C., Tiger, J. H., & Saunders, K. J. (2017). Teaching identity matching of braille characters to beginning braille readers. Journal of Applied Behavior Analysis, 50(2), 278–289.

Twarek, M., Cihon, T., & Eshleman, J. (2010). The effects of fluent levels of big 6+6 skill elements on functional motor skills with children with autism. Behavioral Interventions, 25, 275–293.

Tyrrell, D. J., Stauffer, L. B., & Snowman, L. G. (1991). Perception of abstract identity/difference relationships by infants. Infant Behavior and Development, 14(1), 125–129.

Verbeke, A. K., Martin, G. L., Thorsteinsson, J. R., Yu, C. T., Journal, S., & September, N. (2018). Does mastery of ABLA level 6 make it easier for individuals with developmental disabilities to learn to name objects? Journal of Behavioral Education, 18(3), 229–244.

Wacker, D. P. (1981). Applicability of a Discrimination Assessment Procedure with Hearing Impaired/Mentally Handicapped Clients. Journal of the Association for the Severely Handicapped, 6(3), 51–58.

Wacker, D. P., Kerr, N. J., & Carroll, J. L. (1983). Discrimination skills as predictor of prevocational performance of institutionalized mentally retarted clients. Rehabilitaion Psychology, 28(1), 45–59.

Wai, J., Lubinski, D., & Benbow, C. P. (2009). Spatial ability for STEM domains: Aligning over 50 years of cumulative psychological knowledge solidifies its importance. Journal of Educational Psychology, 101(4), 817–835.

Warreyn, P., Van Der Paelt, S., & Roeyers, H. (2014). Social-communicative abilities as treatment goals for preschool children with autism spectrum disorder: The importance of imitation, joint attention, and play. Developmental Medicine and Child Neurology, 712–716.

Wehmeyer, M. L., Garner, N. W. (2003). The impact of personal characteristics of people with intellectual and developmental disability on self-determination and autonomous functioning. Journal of Applied Research, 16, 255–265.

Wehmeyer, M. L. (1992). Self-determination and the education of students with mental retardation. Education and Training in Mental Retardation, 27(4), 302–314.

Whelan, R., Barnes-Holmes, D., & Dymond, S. (2006). The Transformation of Consequential Functions in Accordance with the Relational Frames of More-than and Less-than. Journal of the Experimental Analysis of Behavior, 86(3), 317–335.

Wikoff, M., Anderson, D. C., & Crowell, C. R. (1983). Behavior management in a factory setting: Increasing work efficiency. Journal of Organizational Behavior Management, 4, 97–127.

Wilder, D. A., Atwell, J., & Wine, B. (2006). The Effects of Varying Levels of Treatment Integrity on Child Compliance during Treatment with a Three-Step Prompting Procedure. Journal of Applied Behavior Analysis, 39(3), 369–373.

Young, J. M., Krantz, P. J., McClannahan, L. E., & Poulson, C. L. (1994). Generalized imitation and response-class formation in children with autism. Journal of Applied Behavior Analysis, 27(4), 685–697.