Aase, H., & Sagvolden, T. ( 2006). Infrequent, but not frequent, reinforcers produce more variable responding and deficient sustained attention in young children with attention-deficit/hyperactivity disorder (ADHD). Journal of Child Psychology and Psychiatry, 47,457-471.
2.
Abikoff H. ( 2001) Tailored psychosocial treatments for ADHD: The search for a good fit. Journal of Clinical Child Psychology, 30, 122-125.
3.
Abikoff, H., Hechtman, L., Klein, R., Gallagher, R., Fleiss, K., Etcovitch, J., et al. (2004). Social functioning in children with ADHD treated with long-term methylphenidate and multimodal psychosocial treatment . Journal of the American Academy of Child & Adolescent Psychiatry, 43, 812-819.
4.
Aloisi, B., McKone, E., & Heubeck, B. ( 2004). Implicit and explicit memory performance in children with Attention Deficit/ Hyperactivity Disorder. British Journal of Developmental Psychology, 22, 275-292.
5.
Anooshian, L.J. ( 1998). Implicit and explicit memory in childhood: A review of relevant theory and research. Child Study Journal, 28, 17-52.
6.
Bjorne, P., & Balkenius, C. ( 2005). The role of context and inhibition in ADHD. Behavioral and Brain Sciences, 28, 426-427.
7.
Blaxton, T.A. ( 1989). Investigating dissociations among memory measures: Support for a transfer-appropriate processing framework. Journal of Experimental Psychology: Learning, Memory, and Cognition, 15, 657-668.
8.
Blaxton, T.A. ( 1996). Functional mapping of human memory using PET (Positron emission tomography): comparisons of conceptual and perceptual tasks. Canadian Journal of Experimental Psychology, 50, 42-56.
9.
Evans, S., Langberg, J., Raggi, V., Allen, J., & Buvinger, E.C. (2005). Development of a school-based treatment program for middle school youth with ADHD. Journal of Attention Disorders, 9, 343-353.
10.
Fields, L., Matneja, P., Varclas, A., Belanich, J., Fitzer, A., & Shamoun, K. (2002). The formation of linked perceptual classes. Journal of the Experimental Analysis of Behavior, 78, 271-290. Goldstone, R. L. (2000). Unitization during category learning. Journal of Experimental Psychology: Human Perception and Performance, 26, 86-112.
11.
Goldstone, R.L., & Stevyers, M. ( 2001). The sensitization and differentiation of dimensions during category learning. Journal of Experimental Psychology: General , 130,116-139.
12.
Hayes, S.C., Fox, E., Gifford, E.V., Wilson, K.G., Barnes-Holmes, D., & Healy, O. ( 2001) Derived relational responding as learned behavior. In S. C. Hayes, D. Barnes-Holmes, & B. Roche (Eds.). Relational frame theory: A post-Skinnerian account of human language and cognition (pp. 21-49). New York: Kluwer Academic/ Plenum.
13.
Hinshaw, S.P., Klein, R.G., & Abikoff, H. ( 2002). Childhood Attention-Deficit/Hyperactivity Disorder: Nonpharmacologic treatments and their combination with medication. In P. E. Nathan & J. M. Gorman (Eds.), A guide to treatments that work (2nd ed., pp. 1-23). New York: Oxford University Press.
14.
Kazdin, A. ( 2008). Evidence-based treatment and practice: New opportunities to bridge clinical research and practice, enhance the knowledge base, and improve patient care. American Psychologist, 63, 146-159.
15.
Luciano, C.M., Barnes-Holmes, Y.B., & Barnes-Holmes, D. (2001). Early verbal developmental history and equivalence relations. International Journal of Psychology and Psychological Therapy, 1, 137-149.
16.
Markham, R.G., & Markham, M.R. ( 2002). On the role of covarying functions in stimulus class formation and transfer of function. Journal of the Experimental Analysis of Behavior, 78, 509-525.
17.
Milch-Reich, S., Campbell, S.B., Pelham, W.E., Connelly, L.M., & Geva, D. ( 1999). Developmental and individual differences in children’s on-line representations of dynamic social events. Child Development , 70, 413-431.
18.
Mulligan, N.W., & Hartman, M. ( 1996). Divided attention and indirect memory tests. Memory and Cognition, 24, 453-465.
19.
Pelham, W.E., Gnagy, E.M., Greiner, A.R., Hoza, B., Hinshaw, S.P., Swanson, J.M., et al. (2000). Behavioral vs. behavioral and pharmacological treatment in ADHD children attending a summer treatment program. Journal of Abnormal Child Psychology, 28, 507-526.
20.
Pelham, W.E., Massetti, G.M., Wilson, T., Kipp, H., Myers, D., Newman, B.B., et al. (2005). Implementation of a comprehensive schoolwide behavioral intervention: The ABC Program. Journal of Attention Disorders, 9, 248-260.
21.
Pfiffner, L.J., & McBurnett, K. ( 1997). Social skills training with parent organization: treatment effects for children with attention deficit disorder. Journal of Consulting and Clinical Psychology, 65, 749-757.
22.
Pfiffner, L.J., Calzada, E., & McBurnett, K. ( 2000). Interventions to enhance social competence. Child and Adolescent Psychiatric Clinics of North America, 9, 689-709.
23.
Roediger, H.L., & McDermott, K.B. (1993). Implicit memory in normal human subjects. In F. Boller & J. Grafman (Eds.), Handbook of neuropsychology, Vol. 8 (pp. 63-131). Amsterdam: Elsevier .
24.
Sagvolden, T., Johansen, E.B., Aase, H., & Russell, V.A. ( 2005). A dynamic developmental theory of attention-deficit/hyperactivity disorder (ADHD) predominantly hyperactive/impulsive and combined subtypes . Behavioral and Brain Sciences, 28, 397-468.
25.
Serna, R.W., & Perez-Gonzalez, L.A. (2003). An analysis of generalized contextual control of conditional discriminations. Journal of the Experimental Analysis of Behavior, 79, 383-393.
26.
Sidman, M. ( 2000). Equivalence relations and the reinforcement contingency . Journal of the Experimental Analysis of Behavior, 74, 127-146.
27.
Smeets, P.M., & Barnes-Holmes, D. (2005). Establishing equivalence classes in preschool children with one-to-many and many-to-one training protocols . Behavioural Processes, 69, 281-293.
28.
Tenenbaum, J.B., & Griffiths, T.L. (2001a). Generalization, similarity, and Bayesian inference. Behavioral and Brain Sciences, 24, 629-641.
29.
Tenenbaum, J.B., & Griffiths, T.L. (2001b). Some specifics about generalization . Behavioral and Brain Sciences, 24, 772-778.
30.
Wells, K.C., Pelham, W.E., Kotkin, R., Hoza, B., Abikoff, H.B., Abramowitz. A., et al. (2000). Psychosocial treatment strategies in the MTA study: Rationale, methods, and critical issues in design and implementation . Journal of Abnormal Child Psychology, 28, 83-505.