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AUCD Experts

Mark Dixon , Ph.D., BCBA

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Center:
IL-Institute on Disability & Human Development, UCEDD/LEND
Contact Information:
Southern Illinois University 1263 Lincoln Dr. (MC 4609), Carbondale, IL, 62901
618-453-8275
Leadership:
Discipline Coordinators:
Specialty Resource Contacts:
Discipline Coordinator: Behavior Analysis and Therapy
Discipline(s):
Behavior Analysis and Therapy
AUCD Council Membership:
No Council Membership
Vita/Bio:
Service:
Linked Projects
Further investigation of the utility of relational training procedures to improve eye movement tracking in children with autism spectrum disorder
Linked Products
Convergent validity of the PEAK Relational Training Systems Direct Training and Generalization modules and their relationship to autism severity
Naturalistic observation of slot machine preference: Differences between single and multi-line slot machines.
Transformation of hierarchical multiply-controlled verbal relations in children with autism in a game of I-Spy.
Evaluation of PEAK-DT and PEAK-G Pre-Assessments: Comparing directly implemented and indirect assessments of verbal abilities.
Derived transformation of online gambling behavior: Corresponding and competing relations
Emergent entailed analogical reasoning of same, different, and opposite in children with disabilities.
Establishing derived combinatorially entailed olfactory relations in children with autism: An application of the PEAK-E curriculum.
Derived relational responding is a generalized operant: Evidence from children with autism using the PEAK-E curriculum.
The convergent validity of the PEAK-E-PA and two common assessments of language development: The ABLLS-R and the TOLD 1:4.
Applied behavior analytic language assessments and curricula for individuals with autism: A scoping and systematic narrative review.
Abstraction and tactile properties by individuals with autism using the Picture Exchange Communication System
Arbitrary comparative relations and the transformation of stimulus function in terms of non-arbitrary comparative properties in individuals with autism.
Establishing multiply-controlled responding of children with autism and derived stimulus relations using PEAK: People and emotions in context
A preliminary examination of online acceptance and commitment training program for educator stress and burnout.
Intervention enhancing effects of acceptance and commitment training of behavior analytic treatment of direct support professional work performance, stress, and job satisfaction
Social distance and delay exert multiple motivational control over altruistic choice behavior in a discounting paradigm.
Evaluation of the criterion validity and efficacy of the PEAK-E curriculum with children with autism
Emergent higher-order reflexive matching and non-matching in a sequential presentation procedure: Uni-modal and cross-modal transfers of stimulus function in children with autism.
A preliminary randomized control trial investigation of PEAK Direct Training with adults with disabilities.
The use of values clarification and committed action to increase academic performance and psychological flexibility in graduate students.
Acceptance and commitment training improves active treatment engagement of direct care staff working with persons with autism and other intellectual disabilities.
Teaching children to solve verbal puzzles as a complex higher-order generalized response class using the PEAK-G curriculum.
Derived relational responding and intelligence: Assessing the relationship between the PEAK-E pre-assessment and IQ with individuals with autism and related disabilities
The mediating effects of derived relational responding on the relationship between verbal operant development and IQ.
A demonstration of higher-order response class development in children
Teaching children with autism to identify private events of others in context
The importance of Derived Relational Responding for Persons with Autism.
The importance of Acceptance and Commitment Training
PEAK relational Training System
The importance of derived relational responding for persons with Autism Spectrum Disorders.
Why Behavior Analyst working with persons with Autism need to incorporate Derived Relational Responding Training into clinical practice
Basic Relational Operants
PEAK Relational Training System
Relational density theory: Non-linearity of equivalence relating examined through higher-order volumetric-mass-density
Rational skepticism: A scientific review of Witts (2018) criticism of PEAK
Arbitrary comparative relations and the transformation of stimulus functions in terms of non-arbitrary comparative properties in individuals with autism.
Teaching children with autism to tact the private events of others using the PEAK-DT curriculum.
The influence of contrived motivating operations on social discounting: Relative economic hardship affects choice.
Neuro-Typical Children Outcomes from an Acceptance and Commitment Therapy Summer Camp
The effect of brief mindfulness training on momentary impulsivity
Decreasing influence of arbitrarily applicable verbal relations of recreational gamblers: a randomized controlled trial.
Feasibility of contextual behavioral speech analyses of US presidents: Inaugural addresses of Bill Clinton, George W. Bush, Barack Obama, and Donald Trump, 19932017
A Functional Analytic Approach to Understanding Disordered Gambling
Randomized Controlled Trial of a Brief Acceptance and Commitment Training for Parents of Individuals Diagnosed with Autism Spectrum Disorders
Teaching Children with Autism Extended Verbal Utterances Under Audience Control in the Context of Show-and-Tell.
Promoting Generalized Advanced Language Skills of Children in Intensive Behavioral Intervention with Promoting the Emergence of Advanced Knowledge Generalization Module
Teaching then-later and here-there relations to children with autism: An evaluation of single reversals and transformation of stimulus function
Effectiveness of relational training and traditional Applied Behavior Analysis on outcomes of intelligence in randomized controlled trials for children with autism.
Establishing relational responding skills in individuals with autism: Evidence for relating as a generalized operant
Evaluating the emergence of the transformation of stimulus function through representational drawing
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