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Journal of Applied Behavior Analysis|January 27, 2005

Using a modified constant prompt-delay procedure to teach spelling to students with physical disabilitiesMari Beth Coleman-Martin, Kathryn Wolff Heller

Intellectual and Developmental Disabilities|June 25, 2015

Teaching Sight Words to Elementary Students With Intellectual Disability and Autism: A Comparison of Teacher-Directed Versus Computer-Assisted Simultaneous PromptingMari Beth Coleman, Rebecca A Cherry, Tara C Moore, et al.

Behavior Modification|February 14, 2016

Noncontingent Reinforcement to Improve Classroom Behavior of a Student With Developmental DisabilityTara C Moore, Christina C Robinson, Mari Beth Coleman, et al.

School Psychology (Washington, D.C.)|November 13, 2023

Evaluating the effects of the color wheel system on a teacher's repeated directionsJade Bennett, Christopher H Skinner, Thomas John, et al.

School Psychology (Washington, D.C.)|March 21, 2022

Using a Tootling intervention to sequentially enhance and maintain at-risk elementary students' performance of multiple social skillsShelby Wright, Christopher H Skinner, Margaret Crewdson, et al.

Journal of Speech, Language, and Hearing Research : JSLHR|January 7, 2026

Representation of Nouns and Verbs During Play Between Caregivers and Children With Language ImpairmentAlaina Grissom, Erinn H Finke, Jillian H McCarthy, et al.

Behavior Analysis in Practice|September 9, 2016

Cumulative Instructional Time and Relative Effectiveness Conclusions: Extending Research on Response Intervals, Learning, and Measurement ScaleMichelle P Black, Christopher H Skinner, Bethany E Forbes, et al.

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Showing results (1-10 of 7) with videos related to

Sort By:

Pageof 1

Journal of Applied Behavior Analysis|January 27, 2005

Using a modified constant prompt-delay procedure to teach spelling to students with physical disabilitiesMari Beth Coleman-Martin, Kathryn Wolff Heller

Intellectual and Developmental Disabilities|June 25, 2015

Teaching Sight Words to Elementary Students With Intellectual Disability and Autism: A Comparison of Teacher-Directed Versus Computer-Assisted Simultaneous PromptingMari Beth Coleman, Rebecca A Cherry, Tara C Moore, et al.

Behavior Modification|February 14, 2016

Noncontingent Reinforcement to Improve Classroom Behavior of a Student With Developmental DisabilityTara C Moore, Christina C Robinson, Mari Beth Coleman, et al.

School Psychology (Washington, D.C.)|November 13, 2023

Evaluating the effects of the color wheel system on a teacher's repeated directionsJade Bennett, Christopher H Skinner, Thomas John, et al.

School Psychology (Washington, D.C.)|March 21, 2022

Using a Tootling intervention to sequentially enhance and maintain at-risk elementary students' performance of multiple social skillsShelby Wright, Christopher H Skinner, Margaret Crewdson, et al.

Journal of Speech, Language, and Hearing Research : JSLHR|January 7, 2026

Representation of Nouns and Verbs During Play Between Caregivers and Children With Language ImpairmentAlaina Grissom, Erinn H Finke, Jillian H McCarthy, et al.

Behavior Analysis in Practice|September 9, 2016

Cumulative Instructional Time and Relative Effectiveness Conclusions: Extending Research on Response Intervals, Learning, and Measurement ScaleMichelle P Black, Christopher H Skinner, Bethany E Forbes, et al.

Pageof 1