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Exceptional Children|February 1, 1992
Small-group instruction for students with learning disabilities: observational and incidental learningM C Keel, D L GastJournal of Autism and Developmental Disorders|March 23, 2001
Teaching on-task and on-schedule behaviors to high-functioning children with autism via picture activity schedulesL C Bryan, D L GastResearch in Developmental Disabilities|February 13, 1999
Acquisition of incidental information during instruction for a response-chain skillM E Wall, D L GastJournal of Learning Disabilities|October 1, 1993
Use of constant time delay in teaching multiplication facts to students with learning disabilitiesS T Koscinski, D L GastResearch in Developmental Disabilities|January 1, 1987
A comparison of time delay and system of least prompts in teaching object identificationS Godby, D L Gast, M WoleryJournal of Autism and Developmental Disorders|June 1, 1985
Stereotypic behavior as a reinforcer: effects and side effectsM Wolery, K Kirk, D L GastAmerican Journal of Mental Retardation : AJMR|July 1, 1988
Comparison of progressive and constant time-delay procedures in teaching community-sign word readingM J Ault, D L Gast, M WoleryAmerican Journal of Mental Deficiency|March 1, 1979
Teaching number-word equivalences: a study of transferD L Gast, A VanBiervliet, J E SpradlinJournal of Applied Behavior Analysis|January 1, 1992
Teaching safety skills to high school students with moderate disabilitiesV Winterling, D L Gast, M Wolery, et al.Journal of Applied Behavior Analysis|January 1, 1988
The effectiveness of a constant time-delay procedure to teach chained responses to adolescents with mental retardationJ W Schuster, D L Gast, M Wolery, et al.Pageof 2