Books:

Greer, R. G., & Ross, D. (2008). Verbal Behavior Analysis: Inducing and Expanding New Verbal Capabilities in Children with Language Delays. New York: Pearson Education.

Hayes, S. C., Barnes-Holmes, D., & Roche, B. (2001). Relational Frame Theory: A Post-Skinnerian Account of Human Language and Cognition. New York: Plenum Press.

Lattal, K.A., & Perone, M. (Eds.). (1998). Handbook of Research Methods in Human Operant Behavior. New York: Plenum Press.

Rehfeldt, R.A. & Barnes-Holmes, Y. (2009). Derived Relational Responding Applications for Learners with Autism and Other Developmental Disabilities: A Progressive Guide to Change. Oakland, CA: New Harbinger.

Sundberg, M. L. (2008). VB-MAPP: Verbal Behavior Milestones Assessment and Placement Program. Concord, CA: AVB Press.

Torneke, N. Learning RFT: An introduction to Relational Frame Theory and its clinical applications. Oakland, CA: New Harbinger.

Articles:

Barnes-Holmes, D., Barnes-Holmes, Y., & Cullinan, V. (2000). Relational frame theory and Skinner’s verbal behavior: A possible synthesis. The Behavior Analyst, 23(1), 69.

Barnes-Holmes, Y. Barnes-Holmes, D. & Smeets, P.M. (2004). Establishing relational responding in accordance with opposite as generalized operant behavior in young children. International Journal of Psychology & Psychological Therapy, 4(3), 559-586.

Barnes-Holmes, Y. Barnes-Holmes, D., Smeets, P.M., Strand, P. & Friman, F. (2004). Establishing relational responding in accordance with more-than and less-than as generalized operant behavior in young children. International Journal of Psychology & Psychological Therapy, 4(3), 531-558.

Carlin, M.T., Soraci, S.A., Strawbridge, C.P., Dennis, N., Loiselle, R., & Chechille, N.A. ( 2003). Detection of changes in naturalistic scenes: Comparisons of individuals with and without mental retardation. American Journal on Mental Retardation, 108 (3) 181-193.

Dube, W.V., & Serna, R.W. (1998). Re-evaluation of a programmed method to teach generalized identity matching to sample. Research in Developmental Disabilities, 19, 4, 347-379.

Estevez, A.F., Fuentes, A.F., OvermierJ.B. & Gonzalez, C. (2003). Differential outcomes effect in children and adults with Down syndrome. American Journal on Mental Retardation, 108 (2) 109-116.

Lipkens, R., Hayes, S.C., & Hayes, L. H. (1993). Longitudinal study of the development of derived relations in an infant. Journal of Experimental Child Psychology, 56 (2), 201-239.

Mackay, H.A.,  Soraci, S.A.,  Carlin,M.T.,  Dennis, N.A., & Strawbridge, C.P.. (2002). Guiding visual attention during acquisition of matching-to-sample. American Journal of Mental Retardation, 107, 6, 445-454

Malott, R. W. (2003). Behavior analysis and linguistic productivity. The Analysis of Verbal Behavior, 19, 11-18.

McHugh, Barnes-Holmes, & Barnes-Holmes (2004). Perspective-Taking as relational responding: A developmental profile. The Psychological Record, 54 (1), 115-144.

McIlvane & Dube (2003). Stimulus control topography coherence theory: Foundations and extensions. The Behavior Analyst, 26(2), 195-213.

McIlvane, W.J., Kledaras, B., Lowry, M.J., & Stoddard, L.T. (1992). Studies of exclusion in individuals with severe mental retardation. Research in Developmental Disabilities, 13 (6), 509-532.

Murphy, C., Barnes-Holmes, D., & Barnes-Holmes, Y. (2005). Derived manding in children with autism: Synthesizing Skinner’s verbal behavior with relational frame theory. Journal of Applied Behavior Analysis, 38(4), 445-462.

Pilgrim, C., Jackson, J., & Galizio, M. (2000). Acquisition of arbitrary conditional discriminations by young normally developing children. Journal of the Experimental Analysis of Behavior, 73, 177-193.

Rodriguez-Mori, M., & Perez-Gonzalez, L.A. (2005). A simple procedure to teach conditional discriminations to children. Experimental Analysis of Human Behavior Bulletin, 9, 2005.

Sallows, G.O., & Graupner, T. D., (2005). Intensive behavioral treatment of children with autism: Four-year outcome and predictors. American Journal on Mental Retardation, 110, 6, 417-438.

Sidman, M. (1971). Reading and auditory-visual equivalences. Journal of Speech and Hearing Research, 14(1), 5-13.

Stromer, R. & Stromer, J.B.. (1989). Children’s identity and oddity selection: Assessing selection by specific and general sample-comparison relations. Journal of the Experimental Analysis of Behavior, 51(1), 47-64.

Taylor, B.A. (2009). Do this, but don’t do that: Moving beyond imitation to observational learning with children with autism. Invited address at the 35th Annual Conference of the Association for Behavior Analysis: International, Phoenix, AZ.

Weiss, M.J., & Delmolino, L (2006). The relationship between early learning rates and treatment outcome for children with autism receiving intensive home-based applied behavior analysis. The Behavior Analyst Today, 7(1), 96-110.

Zygmont, D. M., Lazar, R. M., Dube, W. V., & McIlvane, W. J. (1992). Teaching arbitrary matching via sample stimulus-control shaping to young children and mentally retarded individuals: A methodological note. Journal of the Experimental Analysis of Behavior, 57 (1), 109-117.