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LSC Publications

Ghaemmaghami, M., Hanley, G. P., & Jessel, J. (2016).  Contingencies promote delay tolerance. Journal of Applied Behavior Analysis, 49, 548–575. doi:10.1002/jaba.333 
https://www.researchgate.net/profile/Joshua_Jessel/publication/305633602_Contingencies_Promote_Delay_Tolerance_DELAY_TOLERANCE/links/57e1376b08aefd725a7d5209/Contingencies-Promote-Delay-Tolerance-DELAY-TOLERANCE.pdf

Santiago, J. L., Hanley, G. P., Moore, K., & Jin, C. S. (2016). The generality of interview-informed functional analyses: Systematic replications in school and home. Journal of Autism and Developmental Disorders, 46, 797-811.
https://link.springer.com/article/10.1007/s10803-015-2617-0

Jessel, J., Hanley, G. P., & Ghaemmaghami, M. (2016). A translational evaluation of transitions. Journal of Applied Behavior Analysis, 49, 359-376.
https://www.researchgate.net/profile/Joshua_Jessel/publication/296056868_A_translational_evaluation_of_transitions/links/5758273b08aef6cbe36288d2/A-translational-evaluation-of-transitions.pdf 

Jessel, J., Hanley, G. P., & Ghaemmaghami, M. (2016). Interview-informed synthesized contingency analyses: Thirty replications and reanalysis. Journal of Applied Behavior Analysis, 49, 576–595. doi:10.1002/jaba.316
https://pdfs.semanticscholar.org/1bd1/c896c92aa59a3a188b4c948fdbe927fecb3c.pdf

Ghaemmaghami, M., Hanley, G. P., Jin, S., and Vanselow, N. R. (2015). Affirming control by multiple reinforcers via progressive treatment analysis. Behavioral Interventions, 31, 70-86.
http://onlinelibrary.wiley.com/doi/10.1002/bin.1425/full

Hanley, G. P., Jin, C. S., Vanselow, N. R., & Hanratty, L. A. (2014). Producing meaningful improvements in problem behavior of children with autism via synthesized analyses and treatments. Journal of Applied Behavior Analysis, 47, 16-36. http://www.autism.outreach.psu.edu/sites/omcphplive.outreach.psu.edu.drpms.autismconference/files/24%20Handout%201.pdf

Vanselow, N., & Hanley, G. P. (2014). Evaluation of computerized behavioral skills training to teach safety skills to young children. Journal of Applied Behavior Analysis, 47, 51-69. http://onlinelibrary.wiley.com/doi/10.1002/jaba.105/full 

Beaulieu, L. & Hanley, G. P. (2014). Effects of a class-wide teacher-implemented program to promote preschooler compliance. Journal of Applied Behavior Analysis, 47, 594-599. http://onlinelibrary.wiley.com/doi/10.1002/jaba.138/full 

Luczynski, K. C., Hanley, G. P., & Rodriguez, N. M. (2014). An evaluation of the generalization and maintenance of functional communication and self-control skills with preschoolers. Journal of Applied Behavior Analysis, 47, 246-263.
https://www.researchgate.net/profile/Kevin_Luczynski/publication/262307704_An_evaluation_of_the_generalization_and_maintenance_of_functional_communication_and_self-control_skills_with_preschoolers_FUNCTIONAL_COMMUNICATION_AND_SELF-CONTROL/links/55cb5de508aeca747d6c105f.pdf 

Beaulieu, L., Hanley, G. P., & Santiago, J. L. (2014). Improving conversational skills of a college student diagnosed with a learning disability. Analysis of Verbal Behavior, 30, 48-53. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4883532/pdf/40616_2013_Article_1.pdf 

Jin, C. S., Hanley, G. P., & Beaulieu, L. (2013). An individualized and comprehensive approach to treating sleep problems in young children. Journal of Applied Behavior Analysis, 46, 161-180.
http://autism.outreach.psu.edu/sites/omcphplive.outreach.psu.edu.drpms.autismconference/files/36%20Handout%203.pdf 

Luczynski, K. C. & Hanley, G. P. (2013). Preventing the development of problem behavior by teaching functional communication and self-control skills to preschoolers. Journal of Applied Behavior Analysis, 46, 355-368.
https://www.researchgate.net/profile/Kevin_Luczynski/publication/262808769_How_should_periods_without_social_interaction_be_scheduled_Children's_preference_for_practical_schedules_of_positive_reinforcement/links/55cb5d8b08aebc967dfe0c43.pdf

Beaulieu, L., Hanley, G. P., & Roberson, A. A. (2013). Effects of peer mediation on preschoolers' compliance and compliance precursors. Journal of Applied Behavior Analysis, 46, 555-567. http://onlinelibrary.wiley.com/doi/10.1002/jaba.66/full 

Hanley, G. P. (2012). Functional assessment of problem behavior: Dispelling myths, overcoming implementation obstacles, and developing new lore. Behavior Analysis in Practice, 5, 54-72.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3546636/pdf/i1998-1929-5-1-54.pdf

Beaulieu, L., Hanley, G. P., Roberson, A. (2012). Effects of responding to a name and group call on preschoolers compliance.  Journal of Applied Behavior Analysis, 45, 685-708.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3545493/pdf/jaba-45-04-685.pdf

Kraus, A. Hanley, G. P., Cesana, L., Eisenberg, D., & Jarvie, A. C.  (2012). An evaluation of strengthening precursors to increase preschooler compliance. Journal of Applied Behavior Analysis, 45, 131-136.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3297332/pdf/jaba-45-01-131.pdf

Hanley, G. P. (2010). Identifying effective and preferred behavior-change programs: A case for the objective measurement of social validity. Behavior Analysis in Practice, 3, 13-21.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3004679/pdf/i1998-1929-3-1-13.pdf