Publications from Doctoral Program Requirements
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. https://doi.org/10.1901/jeab.2011.95-189
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. https://doi.org/10.1901/jaba.2012.45-685
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. https://doi.org/10.1007/BF03391822
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. https://doi.org/10.1901/jaba.2012.45-69
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. https://doi.org/10.1007/BF03393106
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. https://doi.org/10.1901/jaba.2012.45-1
2013
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. https://doi.org/10.1002/jaba.16
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. https://doi.org/10.1002/jaba.44
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. https://doi.org/10.1002/jaba.52
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. https://doi.org/10.3109/13668250.2013.812192
2014
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. https://doi.org/10.1002/jeab.61
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. https://doi.org/10.1002/jaba.107
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. https://doi.org/10.1002/jaba.128
Seaver, J. L. & Bourret, J.C. (2014). An evaluation of response prompts for teaching behavior chains. Journal of Applied Behavior Analysis, 47, 777-792. https://doi.org/10.1002/jaba.159
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. https://doi.org/10.1007/s40616-014-0006-y
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. https://doi.org/10.1002/jaba.105
2015
MacDonald, J. & Ahearn, W.H. (2015). Teaching observational learning to children with autism. Journal of Applied Behavior Analysis, 40, 263-275. https://doi.org/10.1002/jaba.257
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. https://doi.org/10.1002/jaba.235
Rodriguez, N. M., & Thompson, R. H. (2015). Behavioral variability and autism spectrum disorder. Journal of Applied Behavior Analysis, 48, 167-187. https://doi.org/10.1002/jaba.164
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. https://doi.org/10.1002/jaba.206
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. https://doi.org/10.1002/bin.1438
Ghaemmaghami, M., Hanley, G. P., & Jessel, J. (2016). Contingencies promote delay tolerance. Journal of Applied Behavior Analysis, 49(3), 548-575. https://doi.org/10.1002/jaba.333
Jessel, J., Hanley, G. P., & Ghaemmaghami, M. (2016). A translational evaluation of transitions. Journal of Applied Behavior Analysis, 49, 359-376. https://doi.org/10.1002/jaba.283
Jessel, J., Hanley, G. P., & Ghaemmaghami, M. (2016). Interview-informed synthesized contingency analyses: Thirty replications and reanalysis. Journal of Applied Behavior Analysis. https://doi.org/10.1002/jaba.316
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. https://doi.org/10.1002/jaba.344
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. https://doi.org/10.1002/jaba.345
2017
Cividini-Motta, C., Scharrer, N., & Ahearn, W. H. (2017). An assessment of three procedures to teach echoic responding. The Analysis of Verbal Behavior, 33, 41-63. https://doi-org.wne.idm.oclc.org/10.1007/s40616-016-0069-z
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. https://doi.org/10.1002/jaba.390
Farber, R. S., Dickson, C. A., & Dube, W. V. (2017). Reducing overselective stimulus control with differential observing responses. Journal of Applied Behavior Analysis, 50(1), 87-105. https://doi.org/10.1002/jaba.363
Slaton, J. D., Hanley, G. P., & Raftery, K. J. (2017). Interview‐informed functional analyses: A comparison of synthesized and isolated components. Journal of Applied Behavior Analysis, 50(2), 252-277. https://doi.org/10.1002/jaba.384
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. https://doi.org/10.1007/s10864-017-9274-7
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. https://doi.org/10.1007/s40617-018-0207-2
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. https://doi.org/10.1002/jaba.498
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. https://doi.org/10.1002/jaba.537
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. https://doi.org/10.1002/jaba.509
2020
Glodowski, K. R., Thompson, R. H., & Ashley Asuncion, E. (2020). Evidence-based recommendations for programming quizzes to improve college student behavior in residential courses. Journal of Behavioral Education, 29, 543-570. https://doi.org/10.1007/s10864-019-09330-z
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. https://doi.org/10.1002/jaba.600
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. https://doi.org/10.1002/jaba.747
Seaver, J. P. & Bourret, J. C. (2020). Producing mands in concurrent operant environments. Journal of Applied Behavior Analysis, 53, 366-384. https://doi.org/10.1002/jaba.592
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. https://doi.org/10.1002/jaba.598
2021
Ghaemmaghami, M., Hanley, G. P., & Jessel, J. (2021). Functional communication training: From efficacy to effectiveness. Journal of Applied Behavior Analysis, 54(1), 122-143. https://doi.org/10.1002/jaba.762
Hanratty, L. A., & Hanley, G. P. (2021). A preference analysis of reinforcer variation and choice. Journal of Applied Behavior Analysis, 54(3), 1062-1074. https://doi.org/10.1002/jaba.835
Mann, C.C., Karsten, A.M. (2021). Assessment and Treatment of Prosody Behavior in Individuals with Level 1 Autism: A Review and Call for Research. Analysis of Verbal Behavior, 37, 171–193. https://doi-org.wne.idm.oclc.org/10.1007/s40616-021-00154-5
Rajaraman, A., & Hanley, G. P. (2021). Mand compliance as a contingency controlling problem behavior: A systematic review. Journal of Applied Behavior Analysis, 54(1), 103-121. https://doi.org/10.1002/jaba.758
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. https://doi.org/10.1007/s40617-020-00490-3
Steinhauser, H. M., Ahearn, W. H., Foster, R. A., Jacobs, M., Doggett, C. G., & Goad, M. S. (2021). Examining stereotypy in naturalistic contexts: Differential reinforcement and context‐specific redirection. Journal of Applied Behavior Analysis, 54(4), 1420-1436. https://doi.org/10.1002/jaba.847
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. https://doi.org/10.1002/jaba.784
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. https://doi.org/10.1002/jaba.845
2022
Gover, H. C., Hanley, G. P., & Ruppel, K. W. (2022). On the generality of preference for contingent reinforcement. Journal of Applied Behavior Analysis, 55(2), 318-336. https://doi.org/10.1002/jaba.892
Landa, R. K., Hanley, G. P., Gover, H. C., Rajaraman, A., & Ruppel, 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. https://doi.org/10.1002/jaba.889
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, 15(3), 815-837. https://doi-org.wne.idm.oclc.org/10.1007/s40617-021-00665-6
2023
Farber, R. S., & Dickson, C. A. (2023). The classification and utility of the differential observing response. Behavior Analysis: Research and Practice, 23(3), 179-194. https://doi.org/10.1037/bar0000272
Fleck, C. R., Bourret, J. C., & Jehle, E. R. (2023). Concurrent schedules of differential reinforcement of alternative behavior in the treatment of problem behavior without extinction. Journal of Applied Behavior Analysis, 56(3), 623-637. https://doi.org/10.1002/jaba.987
Walter, K. M., & Dickson, C. A. (2023). Response effort and resurgence. Journal of the Experimental Analysis of Behavior, 119(2), 373-391. https://doi.org/10.1002/jeab.835
2024
Donnelly, M. G., & Karsten, A. M. (2024). Resolving Barriers to Continence for Children with Disabilities: Steps Toward Evidence-Based Practice. Behavior Analysis in Practice, 17(1), 157-175. https://doi.org/10.1007/s40617-023-00891-0
Farnsworth, T. G., & Thompson, R. H. (2024). Improving undergraduate students' email etiquette with computer‐based instruction. Journal of Applied Behavior Analysis, 57(3), 751-762. https://doi.org/10.1002/jaba.1074
Hoon Lim, A. Z., & Thompson, R. H. (2024). Training parents to teach daily living skills: a review of the literature. International Journal of Developmental Disabilities, 1-15. https://doi.org/10.1080/20473869.2024.2431373
2025
Sullivan, E.K., Zarcone, J.R., & Zangrillo, A.N. (in press). A review of protective equipment used in challenging behavior intervention. Behavior Analysis and Practice.