Research

Otero, M., Armshaw, G., & Mason, L. (2024). Applying diversity measures to the analysis of verbal behavior. PsyArXiv. https://doi.org/10.31234/osf.io/75p9z  

Ninness, C., & Mason, L. (2024). Neural network predictive analysis of echoic behavior for children with autism. PsyArXiv. https://osf.io/preprints/psyarxiv/zy7gm  

Mason, L., Bolds, A., Gavagan, M., & Ninness, C. (2024). Understanding echoics: Identifying the predictive indicators of imitative vocal speech. Research Square. https://doi.org/10.21203/rs.3.rs-4022589/v1  

Mason, L., Andrews, A., James-Kelly, K., & Otero, M. (2024). Autistic response patterns to wh- questions across explicit and derived intraverbal relations. PsyArXiv. https://doi.org/10.31234/osf.io/2nuzr  

Mason, L., Otero, M., & Andrews, A. (2024). Analyzing the functional interdependence of verbal behavior with multiaxial radar charts. Perspectives on Behavior Science, 47, 471–498. https://doi.org/10.1007/s40614-024-00404-6  

Mason, L., Andrews, A., Otero, M., & James-Kelly, K. (2024). The shape of relations to come: Multidimensional analyses of complex human behavior. The Psychological Record. https://doi.org/10.1007/s40732-023-00575-9  

Enriquez, J., & Andrews, A. (2023). Culturally responsive language assessment and teaching. Verbal Behavior Matters. https://science.abainternational.org/2023/10/10/culturally-responsive-language-assessment-and-teaching/ 

Atherkode, S., & Mason, L. (2023). Assessing the verbal behavior of a linguistically diverse speaker with autism. The Analysis of Verbal Behavior. https://doi.org/10.1007/s40616-023-00196-x  

Enriquez, J., Arechiga, N., Atherkode, S., Otero, M., Andrews, A., & Mason, L. (2023). Culturally responsive language assessment through a verbal operant experimental analysis. Behavior Analysis: Research and Practice, 23(2), 165–178. https://doi.org/10.1037/bar0000269  

Mason, L., Otero, M., & Andrews, A. (2022). Cochran’s Q test of stimulus overselectivity within the verbal repertoire of children with autism. Perspectives on Behavior Science, 45, 101–121. https://doi.org/10.1007/s40614-021-00315-w  

Mason, L., & Otero, M. (2021). Just how effective is Direct Instruction? Perspectives on Behavior Science, 44(2), 225-244. https://doi.org/10.1007/s40614-021-00295-x  

Mason, L., & Andrews, A. (2021). Referent-based instruction to strengthen the verbal behavior of early learners with autism and related language disorders. Behavior Analysis in Practice, 14, 660-672. https://doi.org/10.1007/s40617-020-00491-2  

Andrews, A., & Mason, L. (2019). Modeling verbal behavior deficits with the stimulus control ratio equation, SCoRE. Journal of Visualized Experiments, 147, e58793. https://doi.org/10.3791/58793  

Baker, J., Rivera, C. J., Devine, S., & Mason, L. (2019). Teaching emergent literacy skills to students with autism spectrum disorder. Intervention in School and Clinic, 54(3), 166-172. https://doi.org/10.1177/1053451218767907  

Mason, L., & Andrews, A. (2019). The verbal behavior stimulus control ratio equation (SCoRE): A quantification of language. Perspectives on Behavior Science, 42, 323-343. https://doi.org/10.1007/s40614-018-0141-1  

Mason, L., Sawchak, A., Scott Curtis, S., Andrews, A., Arriaga, A., & Pena, H. (2018). A comparison of outcomes from curriculum-based and experimental analyses of verbal behavior. Behavioral Development, 23(2), 118-129. http://doi.org/10.1037/bdb0000080  

Misbahuddin, N., & Mason, L. (2017). Priming to reduce mand response latency. Journal of Intellectual Disability - Diagnosis and Treatment, 5, 36-40. https://doi.org/10.6000/2292-2598  

Mason, L., Andrews, A., Rivera, C. J., & Davis, D. (2016). Free-operant field experiences: Differentially reinforcing successive approximations to behavior analysis through a ShaperSpace. Global Education Review, 3(4), 70-83. http://files.eric.ed.gov/fulltext/EJ1120612.pdf   

Rivera, C. J., Jabeen, I., & Mason, L. (2016). The effects of a computer-based video intervention to teach literacy skills to a student with a moderate intellectual disability. Interaction Design and Architecture(s) Journal, 28, 85-102. http://www.mifav.uniroma2.it/inevent/events/idea2010/doc/28_5.pdf 

Mason, L., Davis, D., & Andrews, A. (2016). Mentalistic explanations for autistic behavior: A behavioral phenomenological analysis. Behavior and Philosophy, 43, 62-84. https://www.jstor.org/stable/behaphil.43.62  

Mason, L., Davis, D., & Andrews, A. (2015). Token reinforcement of verbal responses controlled by temporally-removed verbal stimuli. The Analysis of Verbal Behavior, 31, 145-152. http://doi.org/10.1007/s40616-015-0032-4  

Rivera, C., Mason, L., Jabeen, I., & Johnson, J. (2015). Increasing teacher praise and on-task behavior for students with autism using mobile technology. Journal of Special Education Technology, 30(2), 101-111. http://doi.org/10.1177/0162643415617375  

Mason, L., & Andrews, A. (2014). Referent-based verbal behavior instruction for children with autism. Behavior Analysis in Practice, 7, 107-111. http://doi.org/10.1007/s40617-014-0018-z  

Sigafoos, J., Drasgow, E., Halle, J. W., O'Reilly, M., Seely-York, S., Edrisinha, C., & Andrews, A. (2004). Teaching VOCA use as a communicative repair strategy. Journal of Autism and Developmental Disorders, 34(4), 411–422. https://doi.org/10.1023/b:jadd.0000037417.04356.9c