| scientific journal | Q5633421 |
| P6981 | ACNP journal ID | 2414256 |
| 3166364 | ||
| P8375 | Crossref journal ID | 233786 |
| P236 | ISSN | 0889-9401 |
| 2196-8926 | ||
| P7363 | ISSN-L | 0889-9401 |
| P4730 | Mir@bel journal ID | 20804 |
| P1055 | NLM Unique ID | 101319170 |
| P856 | official website | https://link.springer.com/journal/volumesAndIssues/40616 |
| https://www.abainternational.org/journals.aspx | ||
| https://www.ncbi.nlm.nih.gov/pmc/journals/609/ | ||
| P10283 | OpenAlex ID | S113178815 |
| P12834 | PMC journal ID | 609 |
| P7662 | Scilit journal ID | 1462956 |
| P5983 | Springer journal ID | 40616 |
| P495 | country of origin | United States of America | Q30 |
| P407 | language of work or name | English | Q1860 |
| P123 | publisher | Springer Science+Business Media | Q176916 |
| P1476 | title | The Analysis of verbal behavior |
| Q39118019 | "I'll do it when the snow melts": The effects of deadlines and delayed outcomes on rule-governed behavior in preschool children |
| Q24649791 | 301 research topics from Skinner's book verbal behavior |
| Q91875858 | A Bibliographic Tribute to Jack Michael |
| Q36943608 | A Comparison of Intraverbal and Listener Training for Children with Autism Spectrum Disorder |
| Q91875835 | A Comparison of Prompting Strategies to Teach Intraverbals to an Adolescent with Down Syndrome |
| Q36943636 | A Comparison of Prompting Tactics for Teaching Intraverbals to Young Adults with Autism |
| Q42140105 | A Comparison of Topography-based and Selection-based Verbal Behavior in Typically Developed Children and Developmentally Disabled Persons with Autism |
| Q30474871 | A Philosopher's War on Poverty of the Stimulus Arguments: A Review of Fiona Cowie's What's Within? Nativism Reconsidered |
| Q64935191 | A Preliminary Analysis of Procedures to Teach Children with Autism to Report Past Behavior. |
| Q46836672 | A Review of Language: The Cultural Tool by Daniel L. Everett |
| Q30485209 | A Summary and Commentary on D. and S. Premack's Original Intelligence. |
| Q24653891 | A behavior analytic analogue of learning to use synonyms, syntax, and parts of speech |
| Q42651510 | A behavioral conceptualization of aphasia |
| Q38000143 | A behavioral look at the training of Alex: A review of Pepperberg's the Alex studies: Cognitive and communicative abilities of grey parrots |
| Q37357053 | A brief introduction to the word associate test. |
| Q42562101 | A call for tutorials on alternative approaches to the study of verbal behavior |
| Q37371008 | A comment on Drash and Tudor's (2004) operant theory of autism. |
| Q40138662 | A comparison of stimulus-stimulus pairing, standard echoic training, and control procedures on the vocal behavior of children with autism |
| Q42574686 | A comparison of textual and echoic prompts on the acquisition of intraverbal behavior in a six-year-old boy with autism. |
| Q40998375 | A conceptual analysis of request teaching procedures for individuals with severely limited verbal repertoires |
| Q41809580 | A contingency interpretation of Place's contingency anomaly in ordinary conversation |
| Q42077096 | A departure from cognitivism: Implications of Chomsky's second revolution in linguistics |
| Q42562120 | A description of teacher-student verbal interactions in a resource room versus regular classrooms |
| Q37356934 | A description of the verbal behavior of students during two reading instruction methods. |
| Q37357003 | A descriptive analysis of family discussions about everyday problems and decisions. |
| Q42119756 | A fable |
| Q41981210 | A functional analysis of a behavior analyst's functional analysis |
| Q42828286 | A functional analysis of gestural behaviors emitted by young children with severe developmental disabilities |
| Q41824346 | A functional analysis of mentalistic terms in human observers |
| Q40138667 | A functional analysis of non-vocal verbal behavior of a young child with autism. |
| Q24649778 | A functional analysis of verbal delay in preschool children: Implications for prevention and total recovery |
| Q42562030 | A poem for an organism alone |
| Q42118791 | A preliminary investigation of the consequences that define the mand and the tact |
| Q42077075 | A quarter century of the analysis of verbal behavior: an analysis of impact |
| Q42562127 | A reply to behavior analysts writing about rules and rule-governed behavior |
| Q49186004 | A reply to “on structure-dependent grammars: A reply to Mabry” by Nathan Stemmer |
| Q42561983 | A response to Sundberg and Michael |
| Q42562040 | A retrospective appreciation of Willard Day's contributions to radical behaviorism and the analysis of verbal behavior |
| Q38000120 | A review of Sundberg and Partington's teaching language to children with autism or other developmental disabilities. |
| Q24649806 | A review of empirical studies of verbal behavior |
| Q38000107 | A review of interventions to teach a mand repertoire. |
| Q38000114 | A review of studies examining the nature of selection-based and topography-based verbal behavior |
| Q38000146 | A review of training intraverbal repertoires: can precision teaching help |
| Q28764059 | A rose by naming: how we may learn how to do it |
| Q42562048 | A standard methodology for the analysis, recording, and control of verbal behavior |
| Q38000132 | A stimulus in need of a response: A review of relational frame theory: A post-skinnerian account of human language and cognition. |
| Q41978093 | Accurate Delayed Matching-to-Sample Responding without Rehearsal: An Unintentional Demonstration with Children |
| Q39800161 | Acquisition of mands, tacts, and intraverbals through sign exposure in an individual with autism |
| Q37371013 | Advanced behavioral applications in schools: A review of R. Douglas Greer's designing teaching strategies: An applied behavior analysis systems approach |
| Q42168165 | Altering the function of commands presented to boys with oppositional and hyperactive behavior |
| Q41840522 | Alternative theories of the origin of derived stimulus relations |
| Q93481297 | Ambiguity and the abstract tact: A signal detection analysis |
| Q37413768 | An Analog Study of First Language Dominance and Interference over Second Language. |
| Q42077057 | An Analysis of an Autoclitic Analogue in Pigeons |
| Q42755515 | An Annotated Bibliography of Verbal Behavior Articles Published Outside of The Analysis of Verbal Behavior: 2015. |
| Q41816371 | An Annotated Bibliography of Verbal Behavior Scholarship Published Outside of The Analysis of Verbal Behavior: 2014. |
| Q92257169 | An Assessment of Three Procedures to Teach Echoic Responding |
| Q92900268 | An Evaluation of Conditional Manding Using a Four-Component Multiple Schedule |
| Q36943598 | An Evaluation of Instruction in Visual Imagining on the Written Spelling Performance of Adolescents with Learning Disabilities |
| Q91875819 | An Evaluation of Two Stimulus Equivalence Training Sequences on the Emergence of Novel Intraverbals |
| Q104681134 | An Evaluation of Two Tact-Training Procedures on Acquired Tacts and Tacting During Play |
| Q41891192 | An Extension of the Effects of Praising Positive Qualifying Autoclitics on the Frequency of Reading |
| Q41790426 | An Investigation of Stimulus Pairing and Listener Training to Establish Emergent Intraverbals in Children with Autism |
| Q37371003 | An analysis of autism as a contingency-shaped disorder of verbal behavior. |
| Q42077121 | An analysis of concept learning: simple conceptual control and definition-based conceptual control |
| Q40875600 | An analysis of verbal stimulus control in intraverbal behavior: implications for practice and applied research |
| Q64980424 | An annotated bibliography of articles in the Journal of Speech and Language Pathology-Applied Behavior Analysis. |
| Q92257206 | An annotated bibliography of verbal behavior articles published outside of The Analysis of Verbal Behavior: 2016 |
| Q39914134 | An assessment of self-echoic behavior in young children |
| Q92900214 | An evaluation of lag schedules and prompting methods to increase variability of naming category items in children with autism spectrum disorder |
| Q37356971 | An experimental analysis of ongoing verbal behavior: reinforcement, verbal operants, and superstitious behavior |
| Q42624122 | An implementation of protocol analysis and the silent dog method in the area of behavioral safety |
| Q41987597 | An instance of spurious equivalence relations |
| Q42624163 | An introduction to joint control |
| Q92900246 | An investigation of the effects of a parent delivered stimulus-stimulus pairing intervention on vocalizations of two children with Autism Spectrum Disorder |
| Q24643395 | An underdiscussed aspect of chomsky (1959) |
| Q93482042 | Analysis of poetic literature using B. F. Skinner's theoretical framework from verbal behavior |
| Q35115170 | Analyzing stimulus-stimulus pairing effects on preferences for speech sounds. |
| Q30485211 | Antecedents and consequences of words |
| Q37357083 | Ape language research: A review and behavioral perspective |
| Q42562104 | Aspects of conversational style-linguistic versus behavioral analysis |
| Q42651545 | Assessing transfer of stimulus control procedures across learners with autism |
| Q92257200 | Authorship Trends in The Analysis of Verbal Behavior: 1982-2016 |
| Q42574732 | Autism as a contingency-shaped disorder of verbal behavior: Evidence obtained and evidence needed |
| Q42158087 | Autistic Behavior, Behavior Analysis, and the Gene-Part II |
| Q42149788 | Autistic behavior, behavior analysis, and the gene |
| Q37356977 | Automatic reinforcement and automatic punishment in infant vocal behavior. |
| Q37370985 | Behavior analysis and linguistic productivity |
| Q37370979 | Behavior analysis, relational frame theory, and the challenge of human language and cognition: A reply to the commentaries on relational frame theory: A post-skinnerian account of human language and cognition |
| Q37414806 | Behavioral language interventions for children with autism: comparing applied verbal behavior and naturalistic teaching approaches. |
| Q40029154 | Behavioral personal digital assistants: The seventh generation of computing |
| Q37357019 | Behavioral pharmacology and verbal behavior: Diazepam effects on verbal self-reports |
| Q38000131 | Beyond Skinner? A review of relational frame theory: A post-skinnerian account of human language and cognition by Hayes, Barnes-Holmes, and Roche |
| Q92257230 | Can Collateral Behavior Account for Transitions in the Stimulus Control of Speech? |
| Q36943579 | Caregivers as Interventionists and Trainers: Teaching Mands to Children with Developmental Disabilities |
| Q42077104 | Chomsky's nativism reconsidered |
| Q38000124 | Chomsky's nativism: A critical review |
| Q97653832 | Citation Analysis of The Analysis of Verbal Behavior (2008-2018) |
| Q42574735 | Commentary on Drash and Tudor: An analysis of autism as a contingency-shaped disorder of verbal behavior |
| Q40875440 | Comments on Michael (1993): establishing operations |
| Q42077125 | Comments on Skinner's grammar |
| Q91875800 | Common and Intraverbal Bidirectional Naming |
| Q97653816 | Comparing Error Correction to Errorless Learning: A Randomized Clinical Trial |
| Q40875808 | Comparing acquisition of exchange-based and signed mands with children with autism. |
| Q42040909 | Comparing topography-based verbal behavior with stimulus selection-based verbal behavior |
| Q41961074 | Computer simulations of verbal behavior for research and persuasion |
| Q38000147 | Conditional discrimination in the intraverbal relation: a review and recommendations for future research |
| Q40875730 | Constructs and events in verbal behavior |
| Q37357039 | Contingency adduction of "symbolic aggression" by pigeons |
| Q42098710 | Contributions of verbal behavior to instructional technology |
| Q24642099 | Contriving establishing operations to teach mands for information |
| Q42735689 | Crucial issues in the applied analysis of verbal behavior: reflections on crucial conversations: tools for talking when the stakes are high |
| Q38858801 | Cultural and Linguistic Diversity in Recent Verbal Behavior Research on Individuals with Disabilities: a Review and Implications for Research and Practice |
| Q40874357 | Current status and future directions of operant research on verbal behavior: Baselines |
| Q40874362 | Current status and future directions of the analysis of verbal behavior: Introductory remarks |
| Q92900191 | Deconstructing Common Bidirectional Naming: A Proposed Classification Framework |
| Q41764907 | Dedication: Ullin place: 1924-2000. |
| Q42735694 | Defining delayed consequences as reinforcers: some do, some don't, and nothing changes |
| Q41960092 | Defining terms in behavior analysis: Reinforcer and discriminative stimulus |
| Q41762889 | Delayed outcomes and rule-governed behavior among "noncompliant" and "compliant" boys: a replication and extension |
| Q36943617 | Derived Equivalence Relations of Geometry Skills in Students with Autism: an Application of the PEAK-E Curriculum |
| Q97653839 | Derived Relational Responding and Transformations of Function in Children: A Review of Applied Behavior-Analytic Journals |
| Q28765654 | Dialogue on private events |
| Q41959204 | Differential latency and selective nondisclosure in verbal self-reports |
| Q42651526 | Discrete Trial Instruction vs. Mand Training for Teaching Children With Autism to Make Requests |
| Q38000171 | Do stimulus classes exist before they are tested? |
| Q42624232 | Does ABLA Test Performance on the ABLA Test Predict Picture Receptive Name Recognition with Persons with Severe Developmental Disabilities |
| Q36943626 | Does Hearing About Cancer Influence Stimulus Control? An Exploratory Study of Verbal Modulation of Stimulus Generalization. |
| Q37356952 | Dysfunctional control by client verbal behavior: The context of reason-giving |
| Q42092948 | E. L. Moerk: remembrances |
| Q40875699 | Echoic and self-echoic responses in children |
| Q88293255 | Editorial |
| Q93481303 | Editorial |
| Q93481310 | Editorial |
| Q93481320 | Editorial |
| Q93482049 | Editorial |
| Q93482052 | Editorial |
| Q93484520 | Editorial |
| Q93484619 | Editorial |
| Q93484626 | Editorial |
| Q93500307 | Editorial |
| Q93556765 | Editorial |
| Q94237630 | Editorial |
| Q94412957 | Editorial |
| Q42072992 | Editorial: Where should we go from here. |
| Q40875318 | Editorial: verbal behavior and motivating operations |
| Q42181282 | Effect of training different classes of verbal behavior to decrease aberrant verbal behavior |
| Q28602060 | Effects of Mands on Instructional Control: A Laboratory Simulation |
| Q36943613 | Effects of Simultaneous Script Training on Use of Varied Mand Frames by Preschoolers with Autism |
| Q40875473 | Effects of a differential observing response on intraverbal performance of preschool children: a preliminary investigation |
| Q41973293 | Effects of a stimulus-stimulus pairing procedure on conditioning vocal sounds as reinforcers |
| Q35115165 | Effects of conditioning voices as reinforcers for listener responses on rate of learning, awareness, and preferences for listening to stories in preschoolers with autism. |
| Q35997764 | Effects of differential reinforcement and rules with feedback on preference for choice and verbal reports. |
| Q37357049 | Effects of grammar instruction and fluency training on the learning of the and a by native speakers of japanese |
| Q42077068 | Effects of multiple exemplar training on the emergence of derived relations in preschool children learning a second language |
| Q37356992 | Effects of oral reading rate and inflection on intraverbal responding. |
| Q37357062 | Effects of visual demonstration, verbal instructions, and prompted verbal descriptions on the performance of human subjects in conditional discriminations |
| Q91875813 | Emergence of Intraverbal Responding Following Tact Instruction with Compound Stimuli |
| Q34266034 | Emergence of Mands and Tacts of Novel Objects among Preschool Children. |
| Q37370989 | Emergence of untaught mands or tacts of novel adjective-object pairs as a function of instructional history. |
| Q36943631 | Emergent Intraverbal Forms may Occur as a Result of Listener Training for Children with Autism |
| Q104681143 | Emergent Listener Fluency: A Replication |
| Q104681135 | Emergent Tact Control Following Stimulus Pairing: Comparison of Procedural Variations |
| Q36943568 | Emerging Tacts and Selections from Previous Learned Skills: A Comparison between Two Types of Naming |
| Q92257239 | Empirical Application of Skinner's Verbal Behavior to Interventions for Children with Autism: A Review |
| Q24643412 | Empirical Applications of Skinner's Analysis of Verbal Behavior with Humans |
| Q92900240 | Empirical Evaluations of Skinner's Analysis of Problem Solving |
| Q91875806 | Empirical Investigations of the Intraverbal: 2005-2015 |
| Q42574749 | Engineering discovery learning: The contingency adduction of some precursors of textual responding in a beginning program |
| Q92900275 | Enhancing Instruction via Instructive Feedback for a Child With Autism Using a Speech-Generating Device |
| Q33979262 | Enhancing vowel discrimination using constructed spelling |
| Q104681136 | Equivalence Class Formation in Individuals With Autism: Predictions From ABLA-R Levels |
| Q42562134 | Equivalence class formation in non-hearing impaired children and hearing impaired children |
| Q42006474 | Equivalence relations and behavior: an introductory tutorial |
| Q33353299 | Ernst moerk and the puzzle of zero-trial learning. |
| Q93481286 | Erratum |
| Q42755487 | Erratum to: Effects of mands on instructional control: A laboratory simulation. |
| Q42755480 | Erratum to: Further analysis of selection-based instruction, lag reinforcement schedules, and the emergence of topography-based responses to interview questions |
| Q64981702 | Erratum to: Language generativity, response generalization and derived relational responding. |
| Q42755483 | Erratum to: Matrix Training and Verbal Generativity in Children with Autism |
| Q92262098 | Erratum to: On the Social Validity of Behavior-Analytic Communication: a Call for Research and Description of One Method |
| Q42755490 | Erratum to: Selection-based instruction and the emergence of topography-based responses to interview questions |
| Q42755477 | Erratum to: Token Reinforcement of Verbal Responses Controlled by Temporally Removed Verbal Stimuli. |
| Q42755559 | Establishing Concurrent Mands for Items and Mands for Information about Location in Children with Autism |
| Q92257272 | Establishing Derived Equivalence Relations of Basic Geography Skills in Children with Autism |
| Q42561985 | Establishing a generalized autoclitic repertoire in preschool children |
| Q92257269 | Establishing auditory-tactile-visual equivalence classes in children with autism and developmental delays |
| Q41892032 | Establishing naming in typically developing two-year-old children as a function of multiple exemplar speaker and listener experiences |
| Q42071997 | Establishing operations and the mand |
| Q37357079 | Establishing verbal repertoires: Toward the application of general case analysis and programming |
| Q41901193 | Evaluating stimulus-stimulus pairing and direct reinforcement in the establishment of an echoic repertoire of children diagnosed with autism |
| Q42755575 | Evaluating the Effectiveness of the Stimulus Pairing Observation Procedure and Multiple Exemplar Instruction on Tact and Listener Responses in Children with Autism |
| Q92900230 | Evaluating the Effects of Similar and Distinct Discriminative Stimuli During Auditory Conditional Discrimination Training With Children With Autism |
| Q28602051 | Evaluating the Emergence of Reverse Intraverbals in Children with Autism |
| Q104681138 | Evaluation of Lag Schedules and Rules on Persistent Response Variability With Preschoolers in a Group |
| Q91875830 | Evaluation of a Blocked-Trials Procedure to Establish Complex Stimulus Control over Intraverbal Responses in Children with Autism |
| Q39914129 | Evaluation of single and mixed verbal operant arrangements for teaching mands and tacts |
| Q36860795 | Evaluation of verbal behavior in older adults |
| Q42561992 | Event-governed and verbally-governed behavior |
| Q42562116 | Evocative and function-altering effects of contingency-specifiying stimuli |
| Q92900140 | Evolve and Elevate |
| Q92900181 | Examination of the Effects of Auditory and Textual Stimuli on Response Accuracy and Latency during a Math Task and Tangram Puzzle |
| Q37413754 | Expanding Vocal Requesting Repertoires via Relational Responding in Adults with Severe Developmental Disabilities |
| Q42646608 | Extending the assessment of functions of vocalizations in children with limited verbal repertoires |
| Q34266013 | Facilitator control as automatic behavior: A verbal behavior analysis |
| Q37356968 | Fixed-interval and fixed-ratio reinforcement schedules with human subjects. |
| Q30415006 | Foundations for a natural science of philosophy |
| Q92257161 | Function-Altering Effects of Rule Phrasing in the Modulation of Instructional Control |
| Q41898921 | Further Analysis of Selection-Based Instruction, Lag Reinforcement Schedules, and the Emergence of Topography-Based Responses to Interview Questions |
| Q92900259 | Further Evaluation of the Stimulus Pairing Observation Procedure with Children with Autism Spectrum Disorder |
| Q42828296 | Further evaluation of prompting tactics for establishing intraverbal responding in children with autism |
| Q92900251 | Further evidence of automatic reinforcement effects on verbal form |
| Q38000149 | General outcome measures for verbal operants |
| Q37414813 | Generalization of relational matching to sample in children: a direct replication. |
| Q104681137 | Generalized Reflexive Responding and Cross-Modal Tactile Transfer of Stimulus Function in Children with Autism |
| Q104681140 | Generalized Verbal Behavior Increases Following a Speaker Immersion Intervention |
| Q37357015 | Generalized instructional control and the production of broadly applicable relational responding |
| Q41971584 | Generalized negatively reinforced manding in children with autism |
| Q37356940 | Generative strategies and teaching for generalization |
| Q41839817 | Grammatical constructions in typical developing children: effects of explicit reinforcement, automatic reinforcement and parity |
| Q93485437 | Guest Associate Editors and Guest Reviewers |
| Q93500311 | Guest Associate Editors and Guest Reviewers |
| Q93533020 | Guest Associate Editors and Guest Reviewers |
| Q93556761 | Guest Associate Editors and Guest Reviewers |
| Q93583456 | Guest Associate Editors and Guest Reviewers |
| Q37427194 | How kids learn to say the darnedest things: the effect of multiple exemplar instruction on the emergence of novel verb usage |
| Q104616371 | How to Do Things With Texts: A Functional Account of Reading Comprehension |
| Q42755564 | Implementing the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP): Teaching Assessment Techniques |
| Q36943583 | Improving the Conversational Skills of a College Student with Peer-Mediated Behavioral Skills Training |
| Q46849609 | In Memoriam: Ernst Moerk: 1937–20041. |
| Q46230908 | In memorium: Willard F. Day, Jr. |
| Q42138760 | Increased variability in tacting under a lag 3 schedule of reinforcement |
| Q97653845 | Increasing Communication for Students with Visual Impairments and Developmental Disabilities |
| Q42646567 | Increasing vocal variability in children with autism using a lag schedule of reinforcement |
| Q92900223 | Instructional Demonstrations are More Efficient Than Consequences Alone for Children with Naming |
| Q41825456 | Intelligence: Real or artificial? |
| Q41819290 | Interpreting verbal behavior |
| Q92257193 | Intraverbal Training for Individuals with Autism: The Current Status of Multiple Control |
| Q28742441 | Intraverbal behavior and verbal conditional discriminations in typically developing children and children with autism |
| Q37357043 | Intraverbal stimulus-response reversibility: Fluency, familiarity effects, and implications for stimulus equivalence |
| Q91875784 | Introduction to the Special Section on the Intraverbal Relation |
| Q37427202 | Investigating the acquisition, generalization, and emergence of untrained verbal operants for mands acquired using the picture exchange communication system in adults with severe developmental disabilities. |
| Q42646538 | Is a reasonable attempt reasonable? Shaping versus reinforcing verbal attempts of preschoolers with autism |
| Q37370993 | Is autism a preventable disorder of verbal behavior? A response to five commentaries. |
| Q36943593 | Is the Source of Reinforcement for Naming Multiple Conditioned Reinforcers for Observing Responses? |
| Q91875865 | Jack Michael's Appointments at the University of Houston and Arizona State University: Reflections from a Former Student |
| Q40875633 | Jack Michael's Motivation. |
| Q92257252 | Jack Michael's Musings on the 60th Anniversary of Skinner's Verbal Behavior |
| Q42012132 | Joint Control for Dummies*: An Elaboration of Lowenkron's Model of Joint (Stimulus) Control |
| Q37357066 | Joint control and generalized nonidentity matching: Saying when something is not |
| Q42233492 | Joint control and the generalization of selection-based verbal behavior |
| Q42084647 | Joint control and the selection of stimuli from their description |
| Q42154840 | Joint control: a discussion of recent research |
| Q36860801 | Language generativity, response generalization, and derived relational responding |
| Q42755507 | Learning Skinner's Verbal Operants: Comparing an Online Stimulus Equivalence Procedure to an Assigned Reading |
| Q38484050 | Low interrater agreement on the semantic base of textual material |
| Q42562020 | Lying |
| Q28602056 | Mands for Information Using "How" Under EO-Absent and EO-Present Conditions |
| Q41854289 | Manipulating motivating operations to facilitate the emergence of mands for a child with autism. |
| Q92900209 | Mastery of Echoics in Chinese Establishes Bidirectional Naming in Chinese for Preschoolers with Naming in English |
| Q36943572 | Matrix Training and Verbal Generativity in Children with Autism |
| Q42562036 | Maximization of reinforcement by two autistic students with accurate and inaccurate instructions |
| Q42621407 | Meaning and Verbal Behavior in Skinner's Work from 1934 to 1957. |
| Q42044385 | Meaning: A verbal behavior account |
| Q38000115 | Meeting the enemy: An essay review of Noam Chomsky: A life of dissent by Robert F. Barsky. |
| Q38000117 | Memory as behavior: The importance of acquisition and remembering strategies. |
| Q42083346 | Michael and Malott's dialog on linguistic productivity |
| Q35997748 | Multiple exemplar instruction and the emergence of generative production of suffixes as autoclitic frames. |
| Q42562074 | Mutual exclusivity and exclusion: Converging evidence from two contrasting traditions |
| Q38474228 | Natural language processing, pragmatics, and verbal behavior |
| Q42562129 | Nonverbal behavior correlated with the shaped verbal behavior of children |
| Q42207019 | Notation systems for reading and writing sign language |
| Q42561972 | Notebooks by B. F. Skinner: A referenced index of entries relevant to verbal behavior |
| Q37413772 | Novel dictation and intraverbal responses as a function of a multiple exemplar instructional history. |
| Q36943586 | Observing Tacting Increases Uninstructed Tacts in Children with Autism |
| Q91875789 | On Intraverbal Control and the Definition of the Intraverbal |
| Q42561957 | On diversity in the terminology concerning inhibitory stimulus control: Implications for practitioners of applied behavior analysis |
| Q41817793 | On rules and rule-governed behavior: A reply to Catania's reply |
| Q42116894 | On structure-dependent grammars: a reply to Mabry |
| Q64999875 | On the Social Validity of Behavior-Analytic Communication: a Call for Research and Description of One Method. |
| Q41927144 | On the difference between verbal and nonverbal behavior |
| Q37356988 | On the relation between radical behaviorism and the science of verbal behavior |
| Q37357075 | On the relationship between speech and writing with implications for behavioral approaches to teaching literacy. |
| Q41984425 | On the verbal behavior of relational frame theory: A post-skinnerian account of human language and cognition |
| Q42111820 | Post-session verbal reports and the experimental analysis of behavior |
| Q42574713 | Predicting taxonomic and thematic relational responding |
| Q42131649 | Promoting synthesis in the analysis of verbal relations |
| Q30415013 | Promoting the behaviorological analysis of verbal behavior. |
| Q37357089 | Protocol analysis and the "silent dog" method of analyzing the impact of self-generated rules |
| Q38000116 | Protocol analysis as a tool for behavior analysis. |
| Q37356955 | Psychological linguistics: A natural science approach to the study of language interactions |
| Q37371019 | Publication trends in The Analysis of Verbal Behavior: 1982-1998. |
| Q38000150 | Publication trends in the analysis of verbal behavior: 1999-2008. |
| Q37357009 | Quantified trends in the history of verbal behavior research |
| Q42153383 | Questions and complexities |
| Q34031370 | Realizing the potential of Skinner's analysis of verbal behavior |
| Q92257247 | Recollections of Jack Michael and the Application of Skinner's Analysis of Verbal Behavior |
| Q36943641 | Recombinative Generalization of Tacts Through Matrix Training with Individuals with Autism Spectrum Disorder |
| Q30557546 | Recombinative generalization: an exploratory study in musical reading |
| Q41826720 | Reducing palilalia by presenting tact corrections to young children with autism |
| Q37356950 | Reference citations in B. F. Skinner's verbal behavior. |
| Q92257218 | Reflections on Verbal Behavior at 60 |
| Q42002560 | Reinforcement, stereotypy, and rule discovery |
| Q37357030 | Relating equivalence relations to equivalence relations: A relational framing model of complex human functioning. |
| Q41762432 | Relational frame theory: an overview of the controversy |
| Q42621460 | Remembrance of ernst L. Moerk |
| Q41849356 | Repertoire-altering effects of remote contingencies |
| Q97653823 | Replication and Extension of the Effects of Lag Schedules on Mand Variability and Challenging Behavior During Functional Communication Training |
| Q92900319 | Resolving Barriers to an Applied Science of the Human Condition: Rule Governance and the Verbal Behavior of Applied Scientists |
| Q38000111 | Review of Pinker's the language instinct. |
| Q38000108 | Review of R. A. Harris' linguistics wars. |
| Q97653842 | Risky Business: Increasing Risky Betting Through Rule-Governed Behavior |
| Q42077081 | Role of contextual control in second language performance |
| Q37423838 | Rudimentary Reading Repertoires via Stimulus Equivalence and Recombination of Minimal Verbal Units. |
| Q41970516 | Rule-following and human operant responding: Conceptual and methodological considerations |
| Q37357072 | Rule-governed behavior and human behavioral pharmacology: A brief commentary on an important topic. |
| Q41866283 | Rule-governed behavior: Unifying radical and paradigmatic behaviorism |
| Q35115161 | Rule-governed behavior: teaching a preliminary repertoire of rule-following to children with autism |
| Q42187502 | Rules as classes of verbal behavior: A reply to Glenn |
| Q41948970 | Rules as environmental events |
| Q42044046 | Selecting a response form for nonverbal persons: Facilitated communication, pointing systems, or sign language? |
| Q28602064 | Selection-Based Instruction and the Emergence of Topography-Based Responses to Interview Questions |
| Q91875825 | Selection-Based Instruction with Touch-Screen Video and the Emergence of Exact, Recombinative, and Novel Topography-Based Responses to Interview Questions |
| Q42130192 | Selection-based versus topography-based responding: An important distinction for stimulus equivalence? |
| Q41943093 | Self-management of Initiations by Students Diagnosed with Autism |
| Q41909968 | Sentence and sentence structure in the analysis of verbal behavior |
| Q42562089 | Sequential analyses, multiple controlling stimuli, and temporal patterning in first-language transmission |
| Q36943565 | Simple and Conditional Discrimination and Specific Reinforcement in Teaching Reading: An Intervention Package |
| Q42562094 | Some additional considerations of protocol analyses |
| Q37356946 | Some contingencies of spelling. |
| Q30484838 | Some issues in infant speech perception: do the means justify the ends. |
| Q40874352 | Something for the future |
| Q40784581 | Staffing the empirical analysis of verbal behavior |
| Q42116497 | Stimulus control analysis of language disorders: A study of substitution between voiced and unvoiced consonants |
| Q35997759 | Stimulus equivalence, generalization, and contextual stimulus control in verbal classes |
| Q41921124 | Stimulus-Stimulus Pairing of Vocalizations: A Systematic Replication |
| Q36943644 | Stimulus-Stimulus Pairing to Increase Vocalizations in Children with Language Delays: a Review |
| Q40255765 | Stimulus-stimulus pairing and subsequent mand acquisition of children with various levels of verbal repertoires |
| Q37356963 | Studying the effects of the audience on verbal behavior |
| Q92257186 | Talk-Aloud Protocols during Conditional Discrimination Training and Equivalence Class Formation |
| Q92900354 | Teaching Children With Autism Spectrum Disorder to Report Past Behavior With the Use of a Speech-Generating Device |
| Q91875852 | Teaching Children with Autism to Follow Rules Specifying a Behavior and Consequence |
| Q92900346 | Teaching Mands for Information Using "Why" to Children With Autism |
| Q41854033 | Teaching Mands to Older Adults with Dementia |
| Q42651550 | Teaching Manual Signs to Adults With Mental Retardation Using Matching-to-Sample Procedures and Stimulus Equivalence |
| Q92257174 | Teaching Problem Explanations Using Instructive Feedback |
| Q36943590 | Teaching Tacting of Private Events Based on Public Accompaniments: Effects of Contingencies, Audience Control, and Stimulus Complexity |
| Q91875841 | Teaching a Child with Autism to Mand for Answers to Questions Using a Speech-Generating Device |
| Q39800155 | Teaching a child with autism to mand for information using "how". |
| Q36860781 | Teaching children with autism spectrum disorders to mand for the removal of stimuli that prevent access to preferred items |
| Q28764544 | Teaching intraverbal behavior to children with autism: a comparison of textual and echoic prompts |
| Q42562068 | Teaching intraverbal behavior to preschool children |
| Q41964718 | Teaching intraverbal behavior to severely retarded children |
| Q37356930 | Teaching mands by manipulating conditioned establishing operations. |
| Q92900331 | Teaching the Mand "When?" to Children With Autism Spectrum Disorder |
| Q41091336 | Teaching topography-based and selection-based verbal behavior to developmentally disabled individuals: Some considerations |
| Q42561980 | Teaching verbal behavior to pigeons |
| Q42087795 | The "silent dog" method: analyzing the impact of self-generated rules when teaching different computer chains to boys with autism |
| Q39411431 | The Analysis of Verbal Behavior: a Status Update |
| Q129814157 | The Analysis of Whose Verbal Behavior? |
| Q28765649 | The Chomsky-Place correspondence 1993-1994 |
| Q92900338 | The Duplic and Codic: the Importance of a Consistent Taxonomy of Verbal Behavior |
| Q92900303 | The Effect of Joint Control Training on the Performance of Multiply Controlled Behavior: A Systematic Literature Review Relevant to Children With Autism Spectrum Disorder and Other Developmental Disabilities |
| Q92900281 | The Effect of a Mediation-Blocking Task on the Acquisition of Instructive Feedback Targets |
| Q42755505 | The Effects of Auditory Tact and Auditory Imagining Instructions on the Emergence of Novel Intraverbals |
| Q64970759 | The Effects of Blocking and Joint Control Training on Sequencing Visual Stimuli. |
| Q42041934 | The Effects of Contingent Caregiver Imitation of Infant Vocalizations: a Comparison of Multiple Caregivers |
| Q104681139 | The Effects of Monitoring on Children's Rule-Following in a Computerized Procedure |
| Q41876099 | The Effects of Multiple Exemplar Instruction on the Relation Between Listener and Intraverbal Categorization Repertoires |
| Q97653829 | The Effects of Obligatory and Preferential Frames on Delay Discounting |
| Q92900291 | The Effects of Scenic Picture Prompts on Variability During the Acquisition of Intraverbal Categorization for Children With Autism |
| Q42018537 | The Effects of a Delay of Noncontingent Reinforcement during a Pairing Procedure in the Development of Stimulus Control of Automatically Reinforced Vocalizations |
| Q92900312 | The Effects of the Interspersal of Related Responses on the Emergence of Intraverbals for Children With Autism Spectrum Disorder |
| Q97653822 | The Emergence of Bidirectional Naming Through Sequential Operant Instruction Following the Establishment of Conditioned Social Reinforcers |
| Q38949127 | The Functional Independence of Mands and Tacts: Has It Been Demonstrated Empirically? |
| Q92900152 | The Future of Verbal Behavior: Collaboration and Inclusivity |
| Q92900175 | The Future of Verbal Behavior: Integration |
| Q92900162 | The Future of Verbal Behavior: Together Is Better |
| Q92257220 | The Generalization of Mands |
| Q42646556 | The Hefferline Notes: B. F. Skinner's First Public Exposition of His Analysis of Verbal Behavior |
| Q40875530 | The Importance of Form in Skinner's Analysis of Verbal Behavior and a Further Step |
| Q42110575 | The Role of Joint Control in the Manded Selection Responses of Both Vocal and Non-vocal Children with Autism |
| Q41971691 | The Role of Shaping the Client's Interpretations in Functional Analytic Psychotherapy |
| Q114904314 | The Use of the Go/No-Go Successive Matching-to-Sample Procedure with Nonverbal Auditory Stimuli to Establish Equivalence Classes and Speaker Behavior |
| Q41869972 | The abative effect: A new term to describe the action of antecedents that reduce operant responding |
| Q41855768 | The acquisition of tacts, mands, and intraverbals by individuals with traumatic brain injury |
| Q42089904 | The analysis of verbal behavior: Where are we? |
| Q41817232 | The behavior of the listener, generic extensions, and the communicative adequacy of verbal behavior |
| Q42154193 | The concept of strength in the analysis of verbal behavior |
| Q40874347 | The current status and future directions of the analysis of verbal behavior: Comments on the comments |
| Q35997755 | The effect of joint control training on the acquisition and durability of a sequencing task. |
| Q41833768 | The effects of a stimulus-stimulus pairing procedure on the unprompted vocalizations of a young child diagnosed with autism |
| Q41961858 | The effects of a stimulus-stimulus pairing procedure on the vocal behavior of children diagnosed with autism. |
| Q37356937 | The effects of alternating mand and tact training on the acquisition of tacts |
| Q42043504 | The effects of deprivation, presession exposure, and preferences on teaching manding to children with autism |
| Q41848238 | The effects of listener and speaker training on emergent relations in children with autism |
| Q42735685 | The effects of listener training on the emergence of tact and mand signs by individuals with intellectual disabilities |
| Q42621428 | The effects of multiple-tact and receptive-discrimination training on the acquisition of intraverbal behavior |
| Q42651540 | The effects of praising qualifying autoclitics on the frequency of reading |
| Q42014481 | The effects of schedules of reinforcement on instruction-following in human subjects with verbal and nonverbal stimuli |
| Q42215101 | The effects of specific versus nonspecific reinforcement on verbal behavior |
| Q42562097 | The effects of stating contingency-specifying stimuli on compliance in children |
| Q42073493 | The effects of tact training on stereotypic vocalizations in children with autism. |
| Q41879473 | The effects of textual prompting and reading fluency on the acquisition of intraverbals |
| Q35115155 | The emergence of autoclitic frames in atypically and typically developing children as a function of multiple exemplar instruction. |
| Q34266037 | The emergence of the listener to speaker component of naming in children as a function of multiple exemplar instruction |
| Q40875240 | The establishing operation and teaching verbal behavior |
| Q42075302 | The experimental analysis of verbal behavior |
| Q42574676 | The functional analysis of problematic verbal behavior. |
| Q42574688 | The functional analysis of psychological terms: The symmetry problem. |
| Q39229244 | The functional analysis of psychological terms: in defense of a research program |
| Q93481291 | The functional independence of impure mands and tacts of abstract stimulus properties |
| Q41863179 | The hierarchical relationship between several visual and auditory discriminations and three verbal operants among individuals with developmental disabilities |
| Q92257235 | The impact of Verbal Behavior on the scholarly literature from 2005 to 2016 |
| Q42624183 | The induction of naming in children with no prior tact responses as a function of multiple exemplar histories of instruction |
| Q42106047 | The methodological challenge of the functional analysis of verbal behavior |
| Q41855945 | The most important questions |
| Q33454274 | The multiple control of verbal behavior |
| Q41921269 | The promotive: A verbal operant related to production |
| Q36860806 | The relationship between punishment history and skin conductance elicited during swearing |
| Q42562027 | The relationship between stimulus equivalence and verbal behavior |
| Q37356973 | The role of automatic reinforcement in early language acquisition. |
| Q37357035 | The role of mediating verbal behavior in selection-based responding |
| Q37414822 | The role of modeling and automatic reinforcement in the construction of the passive voice. |
| Q37414817 | The role of rehearsal in joint control. |
| Q37370998 | The search for the etiology of autism. |
| Q37413757 | The secrets of scheherazade: toward a functional analysis of imaginative literature. |
| Q42574683 | The selectionist meaning of C. S. Peirce and B. F. Skinner |
| Q42562165 | The speaker as listener: The interpretation of structural regularities in verbal behavior |
| Q34220696 | The trouble with babies and the value of bathwater: Complexities in the use of verbal reports as data |
| Q37414835 | The veils of clio: dimensions of a behavioral narratology. |
| Q41910880 | The verbal behavior approach. |
| Q42083423 | The verbal operant: Cause and/or effect |
| Q36860787 | Thirty Points About Motivation From Skinner's Book Verbal Behavior |
| Q38000153 | Three myths from the language acquisition literature |
| Q36943604 | Token Reinforcement of Verbal Responses Controlled by Temporally Removed Verbal Stimuli |
| Q42094521 | Topography-based and selection-based verbal behavior: A further comparison |
| Q37414811 | Toward an "Awareness" of the Relationship between Task Performance and Own Verbal Accounts of that Performance. |
| Q42574739 | Towards a balanced account of autism etiology |
| Q41807875 | Training Intraverbal Naming to Establish Matching-to-Sample Performances |
| Q42007982 | Training and Generalization of Peer-Directed Mands With Non-vocal Children With Autism |
| Q42562024 | Transfer of function across members of an equivalence class |
| Q28764802 | Transferring control of the mand to the motivating operation in children with autism |
| Q42079138 | Two kinds of verbal behavior plus a possible third |
| Q41761315 | Understanding and the listener: Conflicting views |
| Q42828303 | Understanding observational learning: an interbehavioral approach |
| Q28602053 | Use of a Modified Chaining Procedure with Textual Prompts to Establish Intraverbal Storytelling |
| Q97653837 | Using Extinction to Increase Behavior: Capitalizing on Extinction-Induced Response Variability to Establish Mands With Autoclitic Frames |
| Q38823393 | Using Instructive Feedback to Increase Response Variability During Intraverbal Training for Children with Autism Spectrum Disorder |
| Q36943621 | Using Textual Prompts to Teach Mands for Information Using "Who?". |
| Q104681133 | Using a Lag Schedule of Reinforcement to Increase Response Variability in Children With Autism Spectrum Disorders |
| Q30392670 | Using a Verbal Analysis of Lady Gaga's Applause as a Classroom Exercise for Teaching Verbal Behavior |
| Q40875399 | Using a lag reinforcement schedule to increase phonemic variability in children with autism spectrum disorders |
| Q42181279 | Using a lag schedule to increase variability of verbal responding in an individual with autism |
| Q24642018 | Using intraverbal prompts to establish tacts for children with autism |
| Q42136850 | Using mand training to establish an echoic repertoire in young children with autism |
| Q41909713 | Using stimulus-stimulus pairing and direct reinforcement to teach vocal verbal behavior to young children with autism |
| Q39544163 | Using transfer procedures to teach tacts to a child with autism |
| Q91875794 | Verbal Stimulus Control and the Intraverbal Relation |
| Q37371023 | Verbal behavior and initial exposure to delayed reinforcement. |
| Q42562128 | Verbal behavior and the history of linguistics |
| Q42085072 | Verbal behavior in the measuring process |
| Q42561974 | Verbal behavior: Child's talk |
| Q42562161 | Verbal behavior: Implications of its mediational and relational characteristics |
| Q38000099 | Verbal behavior: The other reviews |
| Q41853147 | Verbal concept "mediators" as simple operants |
| Q37357026 | Verbal responses to past events: Intraverbal relations, or tacts to private events? |
| Q41957999 | Verbal understanding: Integrating the conceptual analyses of Skinner, Ryle, and Wittgenstein |
| Q92900199 | Vernacular Selection: What to Say and When to Say It |
| Q42574758 | Whither the muse: What influences empirical research on verbal behavior? |
| Q42065171 | Why I stopped reading verbal behavior (and continue to study perceptual control theory) |
| Q30485214 | Words are not things |
| Q42031027 | Words as behavior |
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