Campbell, J.M., Ferguson, J.E., Herzinger, C.V., Jackson, J.N., & Marino, C.A., (2004). Combined descriptive and explanatory information improves peers’ perceptions of autism. Research in Developmental Disabilities, 25, 321-339.
Campbell, J.M., Ferguson, J.E., Herzinger, C.V., Jackson, J.N., & Marino, C.A., (2005). Peers’ attitudes toward autism differ across sociometric groups: An exploratory investigation. Journal of Developmental and Physical Disabilities,17, 281-298.
Herzinger, C.V., & Campbell, J.M., (2007). Functional assessment methodologies: A quantitative synthesis. Journal of Autism and Developmental Disabilities, 37, 1430-1445.
Sharp, W.G., Jaquess, D.L., Morton, J.F., & Herzinger, C.V., (2010). Pediatric feeding disorders: A quantitative synthesis of treatment outcomes. Clinical Child and Family Psychology Review, 13, 348-365.
Delfs, C.H. & Campbell, J.M., (2010). A quantitative synthesis of developmental disability research: The impact of functional assessment methodology on treatment effectiveness. Behavior Analyst Today, 11, 4-19.
Call, N.A., Zangrillo, A.N., Delfs, C.H., & Andrus, A.F., (2013). A comparison of brief functional analyses with and without consequences. Behavioral Interventions, 28, 22-39.
Delfs, C.H., Conine, D., Frampton, S.E., Shillingsburg, M.A., & Robinson, H., (2014). Evaluating the efficiency of listener and tact instruction for children with autism. Journal of Applied Behavior Analysis, 47, 793-809.
Delfs, C.H., & Frampton, S.E., (2014; Invited paper). Practical implications of evaluating the efficiency of listener and tact instruction for children with autism. Journal of Applied Behavior Analysis, 47, 810-813.
Valentino, A.L., Conine, D.E., Delfs, C.H., & Furlow, C.M., (2015). Use of a modified chaining procedure with textual prompts to establish intraverbal storytelling behavior. The Analysis of Verbal Behavior, 31, 39-58.
Call, N.A., Delfs, C.H., Reavis, A.R., & Mevers, J.L., (2015). Factors influencing treatment decisions by parents for their children with autism spectrum disorder. Research in Autism Spectrum Disorders, 15, 10-20.
Yosick, R.N., Muskat, L.R., Bowen, C.N., Delfs, C.H., & Shillingsburg, M.A., (2016). Increasing single-word requests to multiword requests in children with autism and related disabilities. Behavioral Interventions, 31, 28–43.
Tullis, C.A., Frampton, S.E., Delfs, C.H., & Shillingsburg, M.A., (2016). Teaching problem explanations to learners with autism using instructive feedback. The Analysis of Verbal Behavior,33, 64-79.
Frampton, S.E., Robinson, H.C., Conine, D.E, & Delfs, C.H., (2017). An abbreviated evaluation of the efficiency of listener and tact instruction for children with autism. Behavior Analysis in Practice, 10, 131-144.
Aguirre, A.A., LeBlanc, L.A., Reavis, A., Shillingsburg, M.A., Delfs, C.H., Miltenberger, C.A., Symer, K.B., (2019). Evaluating the effects of similar and distinct discriminative stimuli during auditory conditional discrimination training with children with autism. The Analysis of Verbal Behavior, 35, 21-38.
Tullis, C.A., Frampton, S.E., Delfs, C.H., (2019). The effects of instructive feedback and stimulus equivalence procedures on group instructional outcomes. Journal of Behavioral Education, 1-21.