Vedora, J., & Barry, T. (2016) The use of picture prompts and time delay to teach receptive labeling. Journal of Applied Behavior Analysis. 49, 1-5 (2016).
Vedora, J., & Barry, T., & Ward-Horner, J. C. (Manuscript accepted for publication). An evaluation of differential observing responses during receptive label training. Behavior Analysis in Practice
Ward-Horner, J. C., Muehlburger, A., Vedora, J., & Ross, R. K. (Manuscript accepted for publication). Effects of reinforcer magnitude and quality on preference for response-reinforcer arrangements in young child with autism. Behavior Analysis in Practice.
Vedora, J. & Conant, E. (2015). A comparison of prompting tactics for teaching intraverbals to young adults with autism. The Analysis of Verbal Behavior, 31, 267-276.
Vedora, J., & Grandelski, K. (2015). A comparison of methods for teaching receptive language to toddlers with autism. Journal of Applied Behavior Analysis, 48, 188-193.
Vedora, J., Meunier, L., & Mackay, H. (2009). Teaching intraverbal behavior to children with autism: A comparison of textual and echoic prompts. The Analysis of Verbal Behavior, 25, 79-86.
Vedora, J., Kelm, K. & Ross, R. (2008). Feeding frenzy: Using picture activity schedules to reduce mealtime struggles. Teaching Exceptional Children Plus, 4 (6), 2-11.
Vedora, J., & Stromer, R. (2007). Computer-based spelling instruction for students with developmental disabilities. Research in Developmental Disabilities, 28 489-505.
Kinney, E. M., Vedora, J., & Stromer, R. (2003). Computer activity schedules: Using video modeling to teach written spelling and symbolic play to a child with an autism spectrum disorder. Journal of Positive Behavioral Interventions, 5, (1). 22-39.
