Publications

Andrews, M., Garcia, Y., Catagnus, R., & Gould, E. (2021). Effects of Acceptance and Commitment Training Plus Behavior Parent Training on Parental Implementation of Autism Treatment. The Psychological Record. https://doi.org/10.1007/s40732-021-00496-5

Baltruschat, L., Hasselhorn, M., Tarbox, J., Dixon, D.R., Najdowski, A.C., Mullins, R.D., & Gould, E.R. (2011). Addressing Working Memory in Children with Autism through Behavioral Intervention. Research in Autism Spectrum Disorders, 5, 267-276. https://doi.org/10.1016/j.rasd.2010.04.008

Baltruschat, L., Hasselhorn, M., Tarbox, J., Dixon, D.R., Najdowski, A.C., Mullins, R.D., & Gould, E.R. (2011). Further Analysis of the Effects of Positive Reinforcement on Working Memory in Children with Autism. Research in Autism Spectrum Disorders, 5, 855-863 https://doi.org/10.1016/j.rasd.2010.09.015

Baltruschat, L., Hasselhorn, M., Tarbox, J., Dixon, D.R., Najdowski, A.C., Mullins, R.D., & Gould, E.R. (2012). The effects of multiple exemplar training on a working memory task involving sequential responding in children with autism. The Psychological Record,62(3), 549-562  https://doi.org/10.1007/BF03395820

Biglan, A., Bonner, A. C., Johansson, M., Ghai, J. L., Van Ryzin, M. J., Dubuc, T. L., Seniuk, H. A., Fiebig, J.H, & Coyne, L. W. (2020). The state of experimental research on community interventions to reduce greenhouse gas emissions—A systematic review. Sustainability, 12(18), Article 7593. https://doi.org/10.3390/su12187593

Browning, M.E., Morena, A., Gould, E. R., Lloyd-Richardson, E. R. (2022). Brief ACT for Undergraduates: A Mixed-Methods Pilot Investigation of Acceptance and Commitment Therapy Delivered over Zoom. Journal of College Student Psychotherapy. 

Canon, L. F., & Gould, E. R. (2021). Evaluating the effects of Clicker Training on the acquisition of foundational relationship-building skills in behavior analytic practitioners. Behavior Analysis in Practice. https://doi.org/10.1007/s40617-021-00555-x

Cañón, L., Gould, E. R., Sandoz, E., Moran, O., & Grimaldi, M. (2023). Cultural Adaptation of ACT to Support Latino Caregivers of Autistic Children: A Pilot Study. Journal of Contextual Behavioral Science. DOI: https://doi.org/10.1016/j.jcbs.2023.03.003

Coyne, L. W., Gould, E. R., Grimaldi, M., Wilson, K. G., Baffuto, G., & Biglan, A. (2021). First Things First: Parent Psychological Flexibility and Self-Compassion During COVID-19. Behav Anal Pract, 14(4), 1092–1098. https://doi.org/10.1007/s40617-020-00435-w

Farrell, L., Mizael, T. M., & Gould, E. R. (2023). Gender Is the Name of the Frame: Understanding Gender through the Lens of Relational Frame Theory. Social Sciences, 12(10), 532. DOI:https://doi.org/10.3390/socsci12100532

Fiebig, J. H., Gould, E. R., Ming, S., & Watson, R. A. (2020). An Invitation to Act on the Value of Self-Care: Being a Whole Person in All That You Do. Behav Anal Pract, 1–9. https://doi.org/10.1007/s40617-020-00442-x

Gould, E. R., Dixon, D.R., Najdowski, A.C., Smith, M.N., & Tarbox, J. (2011). A Review of Assessments for Determining the Content of Early Intensive Behavioral Intervention Programs for Autism Spectrum Disorders. Research In Autism Spectrum Disorders, 5(3), 990-1002  https://doi.org/10.1016/j.rasd.2011.01.012

Gould, E. R., Tarbox, J., & Coyne, L. W. (2018). Evaluating the effects of Acceptance and Commitment Training on the covert behavior of parents of children with autism. Journal of Contextual Behavioral Science. 7, 81-88. https://doi.org/10.1016/j.jcbs.2017.06.003

Gould, E. R., Tarbox, J., O’Hora, D., Noone, S. J., & Bergstrom, R. (2010). Teaching Children with Autism a Basic Component Skill of Perspective-Taking. Behavioral Interventions, 26, 50-66 https://doi.org/10.1002/bin.320

Gould, E. R. & Redmond, V. (2015). Family Involvement. In Granpeesheh, D., Tarbox, J., & Najdowski, A. (Eds), Evidence Based Treatment for Children with Autism: The CARD Model: pp 166-190. Elsevier, Academic Press. https://doi.org/10.1016/C2012-0-07276-6

Granpeesheh, D., Najdowski, A. C., & Gould, E. R. (2013). Maximizing Global Access to Effective Treatment: Center for Autism and Related Disorders (CARD), CARD eLearning™ and Skills™. In Interventions for Autism Spectrum Disorders: pp. 129-152. New York, NY: Springer. https://doi.org/10.1007/978-1-4614-5301-7

Hayes, S. C., Merwin, R. M., McHugh, L., Sandoz, E. K., A-Tjak, J. G., Ruiz, F. J., ...Gould, E.R…. & McCracken, L. M.. (2021). Report of the ACBS task force on the strategies and tactics of contextual behavioral science research. Journal of Contextual Behavioral Science, 20, 172-183.  https://doi.org/10.1016/j.jcbs.2021.03.007

Hess A., Garcia Y., Gould E.R., Catagnus R. (2022).  Enhancing supervisory relationships with values and committed action training. Online: Journal of Contextual Behavioral Science, Volume 26, pp 241-252 DOI: https://doi.org/10.1016/j.jcbs.2022.10.009

Ming, S. (2019). The Future of Verbal Behavior: Collaboration and Inclusivity. The Analysis of Verbal Behavior, 34, 4–11. https://doi.org/10.1007/s40616-018-0105-2

Ming, S. (2026). I am…A researcher?: Navigating the spaces between. In C. Harte, D. Barnes-Holmes, M. Sivaraman, J.C. de Rose, and J.C. Leslie. (eds.) Personal Narratives on the Behavior Analysis of Human Language and Cognition: Stories from Around the World. Routledge.

Ming, S. (2025). Relational Frame Theory. In D.G. Friedman-Wheeler & A. Wenzel (eds.) The SAGE Encyclopedia of Mood and Anxiety Disorders. Sage Publications.

Ming, S. & Martin, G. (1996). Single Subject Evaluation of a Self-Talk Package for Improving Figure Skating Performance. The Sport Psychologist.10, 227-238.

Ming, S., Moran, L. & Stewart, I. (2014). Derived relational responding: Applications and future directions for teaching individuals with autism spectrum disorders.European Journal of Behavior Analysis. 15(2), 199-224. doi:10.1080/15021149.2014.11434722

Ming, S., Mulhern, T., Stewart, I., Moran, L., & Bynum, K. (2018). Testing and Training Class Inclusion in Typically Developing Young Children and Individuals with Autism. Journal of Applied Behavior Analysis. 51, 53-60. doi: 10.1002/jaba.429

Ming, S., & Stewart, I. (2017). When Things are Not the Same: A review of research into relations of difference. Journal of Applied Behavior Analysis. 50, 429-455. doi: 10.1002/jaba.367

Ming, S., Stewart, I., & McElwee, J. (2024). Integrating Relational Frame Theory (RFT) and Verbal Behavior (VB) in Early Intervention. The Psychological Record. https://doi.org/10.1007/s40732-024-00591-3

Ming, S., Stewart, I., McElwee, J., & Bynum, K. (2015). Contextual Control Over Derived Relational Responding in a Teenager with Autism.Research in Autism Spectrum Disorders. 19, 7-17. https://doi.org/10.1016/j.rasd.2015.03.003

Moran, D. J., & Ming, S. (2020). The Mindful Action Plan: Using the MAP to Apply Acceptance and Commitment Therapy to Productivity and Self-Compassion for Behavior Analysts. Behavior Analysis in Practice, 1–9. https://doi.org/10.1007/s40617-020-00441-y

Moran, L., Stewart, I., McElwee, J., & Ming, S. (2010). Brief Report: The Training and Assessment of Relational Precursors and Abilities (TARPA): A preliminary analysis.Journal of Autism and Developmental Disorders. 40(9), 1149-53. https://doi.org/10.1007/s10803-010-0968-0

Moran, L., Stewart, I., McElwee, J., & Ming, S. (2014). Relational Ability and Language Performance in Children with Autism Spectrum Disorders & Typically Developing Children: A Further Test of the TARPA Protocol. The Psychological Record. 64(2), 233-251. https://doi.org/10.1007/s40732-014-0032-0

Moran, L., Walsh, L., Stewart, I., McElwee, J., & Ming, S. (2015). Correlating Derived Relational Responding with Linguistic and Cognitive Ability in Children with Autism Spectrum Disorders. Research in Autism Spectrum Disorders.19, 32-43. https://doi.org/10.1016/j.rasd.2014.12.015

Najdowski, A. C. & Gould E. R. (2014). Behavioral Family Intervention. In Luiselli, J. K. (Ed), Children and Youth with Autism Spectrum Disorder (ASD): Recent Advances and Innovations in Assessment, Education, and Intervention: pp.237-253. Oxford: Oxford University Press. https://doi.org/10.1177/0145445508320624

Najdowski A., Gould E., Lanagan T., & Bishop M. (2014). Designing Curriculum Programs for Children with Autism. In: Tarbox J., Dixon D., Sturmey P., Matson J. (eds) Handbook of Early Intervention for Autism Spectrum Disorders. Autism and Child Psychopathology Series: pp 179-204. New York, NY: Springer. https://doi.org/10.1007/978-1-4939-0401-3_10

Rehfeldt, R.A., Ming, S. and Belisle, J. (2020). Relational Framing. In S. Hupp and J. Jewell (Eds.), The Encyclopedia of Child and Adolescent Development. Wiley. doi:10.1002/9781119171492.wecad066

Sandoz, E. K., Gould, E. R., & DuFrene, T. (2021). Ongoing, Explicit, and Direct Functional Assessment is a Necessary Component of ACT as Behavior Analysis: A Response to Tarbox et al. (2020). Behavior Analysis in Practice. https://doi.org/10.1007/s40617-021-00607-2

Stewart, I., McElwee, J., & Ming, S. (2010). A Critical Analysis of Conventional Descriptions of Levels Employed in the Assessment of Basic Learning Abilities (ABLA). The Behavior Analyst. 33(1), 127-132. https://doi.org/10.1007/BF03392208

Stewart, I., McElwee, J., & Ming, S. (2013). Language generativity, response generalization, and derived relational responding. The Analysis of Verbal Behavior. 29(1), 137–155.

Stewart, I., McLoughlin, S., Mulhern, T., Ming, S., & Kirsten, E. (2020). Assessing and teaching complex relational operants: Analogy and hierarchy. In R. Rehfeldt, J. Tarbox, M. Fryling & L. Hayes (Eds.), Applied Behavior Analysis of Language and Cognition. New Harbinger.

Zagrabska, P., Mulhern, T., Ming, S., Stewart, I., & McElwee, J. (2020). Training Class Inclusion Responding in Individuals with Autism: Further investigation.Journal of Applied Behavior Analysis. https://doi.org/10.1002/jaba.712