Further reading

 

Williams, G., Laitinen, R. E. (2017). A Brief Report of the Verbal Behavior Curriculum (VBC) to Teach Children with Autism and Other Language Disorders. Behavioral Development Bulletin, 22, (1) 258-265. 

Williams, G., Carnerero, J. J., & Pérez-González, L. A. (2006). Generalization of Tacting Actions in Children with Autism. Journal of Applied Behavior Analysis. 39, 233-237.
 
 Williams, G., Pérez-González, L. A., &  Muller-Queiroz, A. B. (2005).  Using a Combined Blocking Procedure to Teach Color Discrimination to a Child with Autism. Journal of Applied Behavior Analysis, 38, 555-558.
 
 Williams, G., Pérez-González, L. A., & Vogt, K. (2003).  The Role of Specific Consequences in the Maintenance of Three Types of Questions. Journal of Applied Behavior Analysis, 36, 285-296.
 
Williams, G., Donley, C. & Keller, J. (2001). Teaching Children with Autism to Ask Questions About Hidden Objects. Journal for Applied Behavior Analysis, 33, 627-630.
 
Williams, G. & Greer, R. D. (1993). A comparison of Verbal-Behavior and Linguistic-Communication Curricula for Training Developmentally Delayed Adolescents to Acquire and Maintain Vocal Speech. Behaviorology, 1, 31-46.
 
 
Pérez-González, L. A., Garcia-Asenjo, L., Williams, G., & Carnerero, J. J. (2007). Emergence of Intraverbal Antonyms in Children with Pervasive Developmental Disorder. Journal of Applied Behavior analysis, 40, 697-701.
 
Pérez-González, L. A., & Williams, G. (2005). Programa integral para la enseñanza de habilidades a niños con autismo. Psicothema, 17, pp. 222-233. (Spanish journal) 
 
Pérez-González, L. A., Garcia-Asenjo, L., Williams, G., & Carnerero, J. J. (2007). Emergence of Intraverbal Antonyms in Children with Pervasive Developmental Disorder. Journal of Applied Behavior analysis, 40, 697-701.
 
Pérez-González, L. A., & Williams, G. (2002). A multi-component procedure to teach conditional discriminations to  children with autism. American Journal on Mental Retardation, (107) 4, 293-301.
 
Schauffler, G., & Greer, R. D. (2006) The Effects of Intensive Tact Instruction on Audience-Accurate Tacts and Conversational Units. Journal of Early and Intensive Behavioral Interventions, 3.1, 120-132. 

Carnerero, J. J., Perez-Gonzalez, L. A., (2015). Emergence of Naming Relations and Intraverbals After Auditory Stimulus Pairing. The Psychological Record. 65(3) 509-522.
 
Greer, R. D., & Du, L. (2015). Experience and the Onset of the Capability to Learn the Names of Things by Exclusion. The Psychological Record, 65(2), 355-373. doi 10.1007/s40732-014-0111-2. 
 
Greer, R. D., & Du, L. (2015). Identification and Establishment of Reinforcers that Make the Development of Complex Social Language Possible. International Journal of Behavior Analysis and Autism Disorder, 1(1), 13-34. 
 
Lee Park, H., & Speckman, J.  (2014). Using a Rapid Echoic Tact Procedure to Reduce Vocal Stereotypy and Palilalia and Increase Tacts. Journal of Emotional & Behavioral Disorders, 30, 233-256.