Doctoral Program Publications
2011
Karsina, A., Thompson, R. H. & Rodriguez, N. M. (2011). Effects of a history of differential reinforcement on preference for choice. Journal of Experimental Analysis of Behavior, 95, 189–202.
2012
Beaulieu, L., Hanley, G. P. & Roberson, A. A. (2012). Effects of responding to a name and group call on preschoolers’ compliance. Journal of Applied Behavior Analysis, 45, 685–707.
Graff, R. B. & Karsten, A. M. (2012). Assessing preferences of individuals with developmental disabilities: A survey of current practices. Behavior Analysis in Practice, 5, 37-48.
Graff, R. B. & Karsten, A. M. (2012). Evaluation of a self-instruction package for conducting stimulus preference assessments. Journal of Applied Behavior Analysis, 45, 69–82.
Karsina, A., Thompson, R. H., Rodriguez, N. M. & Vanselow, N. R. (2012). Effects of differential reinforcement and rules with feedback on preference for choice and verbal reports. Analysis of Verbal Behavior, 28, 31-57.
Rodriguez, N. M., Thompson, R. H., Schlichenmeyer, K. & Stocco, C. S. (2012). Functional analysis and treatment of arranging and ordering by individuals with an autism spectrum disorder. Journal of Applied Behavior Analysis, 45, 1–22.
2013
Beaulieu, L., Hanley, G. P., & Roberson, A. A. (2013). Effects of peer mediation on preschoolers’ compliance and compliance precursors. Journal of Applied Behavior Analysis, 46, 555-567.
Jin, C. S., Hanley, G. P. & Beaulieu, L. (2013). An individualized and comprehensive approach to treating sleep problems in young children. Journal of Applied Behavior Analysis, 46, 161–180.
Luczynski, K. C. & Hanley, G. P. (2013). Prevention of problem behavior by teaching functional communication and self-control skills to preschoolers. Journal of Applied Behavior Analysis, 46, 355–368.
MacDonald, J.M., Ahearn, W.H., Parry-Cruwys, D., Bancroft, S., & Dube, W.V. (2013). Persistence during extinction: Examining the effects of continuous and intermittent reinforcement on problem behavior. Journal of Applied Behavior Analysis, 46, 333-338.
Potter, J. N., Hanley, G. P., Augustine, M., Clay, C. J. & Phelps, M. C. (2013). Treating stereotypy in adolescents diagnosed with autism by refining the tactic of “using stereotypy as reinforcement.” Journal of Applied Behavior Analysis, 46, 407–423.
Rodriguez, N. M., Thompson, R. H., Stocco, C. S. & Schlichenmeyer, K. (2013). Arranging and ordering in autism spectrum disorder: Characteristics, severity, and environmental correlates. Journal of Intellectual Developmental Disability, 38, 242-255.
2014
Beaulieu, L. & Hanley, G. P. (2014). Effects of a class-wide teacher-implemented program to promote preschooler compliance. Journal of Applied Behavior Analysis, 47, 594-599.
Johnson, C., Meleshkevich, O., Dube, W. V. (2014). Merging separately established stimulus classes with outcome-specific reinforcement. Journal of the Experimental Analysis of Behavior, 101, 38-50.
Kelly, M. A., Roscoe, E. M., Hanley, G. P., & Schlichenmeyer, K. (2014). Evaluation of assessment methods for identifying social reinforcers. Journal of Applied Behavior Analysis, 47, 113-135.
Luczynski, K. C., Hanley, G. P., & Rodriguez, N. M. (2014). An evaluation of the generalization and maintenance of functional communication and self-control skills with preschoolers. Journal of Applied Behavior Analysis, 47, 246-263.
Seaver, J. L. & Bourret, J.C. (2014). An evaluation of response prompts for teaching behavior chains. Journal of Applied Behavior Analysis, 47, 777-792.
Stocco, C. S., Thompson, R. H., & Hart, J. M. (2014). Teaching tacting of private events based on public accompaniments: Effects of contingencies, audience control, and stimulus complexity. The Analysis of Verbal Behavior, 30, 1-19.
Vanselow, N., & Hanley, G. P. (2014). Evaluation of computerized behavioral skills training to teach safety skills to young children. Journal of Applied Behavior Analysis, 47, 51-69.
2015
Ghaemmaghami, M., Hanley, G. P., Jin, S., and Vanselow, N. R. (2015). Affirming control by multiple reinforcers via progressive treatment analysis. Behavioral Interventions, 31, 70-86.
Kisamore, A. N., Karsten, A. M., & Mann, C. C. (2016). Teaching multiply controlled intraverbals to children and adolescents with autism spectrum disorders. Journal of Applied Behavior Analysis, 49(4), 826-847.
MacDonald, J. & Ahearn, W.H. (2015). Teaching observational learning to children with autism. Journal of Applied Behavior Analysis, 40, 263-275.
Peters, L. C., & Thompson, R. H. (2015). Teaching Children with Autism to Respond to Conversation Partners’ Interest. Journal of Applied Behavior Analysis, 48, 544-562.
Rodriguez, N. M., & Thompson, R. H. (2015). Behavioral variability and autism spectrum disorder. Journal of Applied Behavior Analysis, 48, 167-187.
Stocco, C.S. & Thompson, R.H. (2015). Contingency analysis of caregiver behavior: Implications for parent training and future directions. Journal of Applied Behavior Analysis, 48, 417-435.
2016
Bancroft, S. L., Thompson, R. H., Peters, L. C., Dozier, C. L., & Harper, A. M. (2016). Behavioral variability in the play of children with autism and their typically developing peers. Behavioral Interventions, 31, 107-119.
Farber, R.S., Dube, W.V., & Dickson, C.A. (2016). A sorting-to-matching method to teach compound matching to sample. Journal of Applied Behavior Analysis, 49, 294-307.
Ghaemmaghami, M., Hanley, G. P., & Jessel, J. (2016). Contingencies promote delay tolerance. Journal of Applied Behavior Analysis.
Jessel, J., Hanley, G. P., & Ghaemmaghami, M. (2016). A translational evaluation of transitions. Journal of Applied Behavior Analysis, 49, 359-376.
Jessel, J., Hanley, G. P., & Ghaemmaghami, M. (2016). Interview-informed synthesized contingency analyses: Thirty replications and reanalysis. Journal of Applied Behavior Analysis.
Kisamore, A. N., Karsten, A. M., & Mann, C. C. (2016). Evaluating procedures derived from the conditional discrimination literature to teach advanced intraverbals to children and adolescents with autism spectrum disorder. Journal of Applied Behavior Analysis, 49, 1-22.
Slaton, J. D., & Hanley, G. P. (2016). Effects of multiple versus chained schedules on stereotypy and item engagement. Journal of Applied Behavior Analysis, 49(4), 927-946.
2017
Donnelly, M. G., & Karsten, A. M. (2017). Effects of programmed teaching errors on acquisition and durability of self‐care skills. Journal of Applied Behavior Analysis, 50(3), 511-528.
2018
Glodowski, K., & Thompson, R. (2018). The Effects of Guided Notes on Pre-lecture Quiz Scores in Introductory Psychology. Journal of Behavioral Education, 27(1), 101-123.
Peters, L. C., & Thompson, R. H. (2018). How Teaching Perspective Taking to Individuals with Autism Spectrum Disorders Affects Social Skills: Findings from Research and Suggestions for Practitioners. Behavior Analysis in Practice, 1-12.
Slaton, J. D., & Hanley, G. P. (2018). Nature and scope of synthesis in functional analysis and treatment of problem behavior. Journal of Applied Behavior Analysis, 51(4), 943-973.
2019
Colón, C. L., & Ahearn, W. H. (2019). An analysis of treatment integrity of response interruption and redirection. Journal of Applied Behavior Analysis, 52(2), 337-354.
Glodowski, K. R., Thompson, R. H., & Asuncion, E. A. (2019). Evidence-Based Recommendations for Programming Quizzes to Improve College Student Behavior in Residential Courses. Journal of Behavioral Education, 1-28.
McConnell, K. L., Sassi, J. L., Carr, L., Szalwinski, J., Courtemanche, A., Njie‐Jallow, F., & Cheney, W. R. (2020). Functional analysis and generalized treatment of disruptive behavior during dental exams. Journal of Applied Behavior Analysis, 53(4), 2233-2249.
Verriden, A., & Roscoe, E.M. (2019). An evaluation of a punisher assessment for decreasing automatically reinforced problem behavior. Journal of Applied Behavior Analysis, 52 (1), 205-226.
2020
Mann, C. C., & Karsten, A. M. (2020). Efficacy and social validity of procedures for improving conversational skills of college students with autism. Journal of Applied Behavior Analysis, 53(1), 402-421.
Seaver, J. P. & Bourret, J. C. (2020). Producing mands in concurrent operant environments. Journal of Applied Behavior Analysis, 53, 366-384.
Warner, C. A., Hanley, G. P., Landa, R. K., Ruppel, K. W., Rajaraman, A., Ghaemmaghami, M., ... & Gover, H. C. (2020). Toward accurate inferences of response class membership. Journal of Applied Behavior Analysis, 53(1), 331-354.
2021
Ruppel, K. W., Hanley, G. P., Landa, R. K., & Rajaraman, A. (2021). An Evaluation of “Balance”: a Home-Based, Parent-Implemented Program Addressing Emerging Problem Behavior. Behavior Analysis in Practice, 14(2), 324-341.
Ward, S. N., Hanley, G. P., Warner, C. A., & Gage, E. E. (2021). Does teaching an omnibus mand preclude the development of specifying mands? Journal of Applied Behavior Analysis, 54 (1), 248-269.
Whelan, C. J., Hanley, G. P., Landa, R., Sullivan, E., LaCroix, K., & Metras, R. (2021). Randomized controlled trial of seminar‐based training on accurate and general implementation of practical functional assessments. Journal of Applied Behavior Analysis, 54 (4), 1437–1455