Effects of Intensive Tact Instruction on Development of Speaker and Listener Naming Responses in Preschoolers with Language Delays and Developmental Disabilities

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A Systematic Analysis of Relational Frame Theory

Daeyong Kim, Minhee Kim

The Effect of Multiple Exemplar Instruction(MEI) within Relational Frame Theory on Perspective-Taking Responses Using Fairy Tales in Children with Developmental Disabilities

In-soon Lee, Hyesuk LeePark

Implication of Required Number of Matching Instruction Trials for Inducing Naming On Emergence of Naming in Children with Developmental Disabilities

Byeongju Park, Hyesuk LeePark

Effects of Intensive Tact Instruction on Development of Speaker and Listener Naming Responses in Preschoolers with Language Delays and Developmental Disabilities

Hyesuk LeePark, Esther Choi, Eunhye Yu, Boreum Kang, Seungju Kim, Jisoo Kang, Yeunhui Yu, Seonhye Kim

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