Sarah Frampton, PhD
- Assistant Professor
Additional Information
Teaching
PSYC 9040 (Proseminar Learning)
PSYC 9100 (Small N Research Designs)
PSYC 9140 Assessment and Treatment of Autism Spectrum Disorders
Research
Dr. Frampton’s research interests include: 1) verbal behavior, 2) problem-solving, 3) instructional design, and 4) dissemination of evidence-based practices. Her work spans basic research in laboratory settings to community applications.
Work Experience
Assistant Professor
9/1/2022- present
University of Nebraska at Omaha
Psychology Department
Director of Clinical Services and Training
10/1/2017-7/16/22
May Institute, Inc.
Children’s Services
Behavioral Clinical Practitioner
8/1/2012-8/1/2017
Marcus Autism Center
Language and Learning Clinic
Program Director
Sr. Behavior Consultant
Behavior Consultant
Sr. Therapist
4/1/2006-7/1/2012
Hope Consulting, LLC.
Education
Ph.D., Behavior Analysis, Simmons University
Dissertation: Effects of Training Note-taking on the Demonstration of Equivalence Relations
M.A., Education (Special Education), California State University-Sacramento
Thesis: The Effects of Tact Training in the Development of Analogical Reasoning
B.A., B.A., Economics, Psychology, University of California- Davis
Credentials
Board Certified Behavior Analyst: 1-12-12617
Licensed Behavior Analyst, MA: 3321
Publications and Presentations
Peer Reviewed Journal Articles
Frampton, S.E. & Axe, J.A. (2022). A tutorial for implementing matrix training in practice. Behavior Analysis in Practice, 1-12. https://doi.org/10.1007/s40617-022-00733-5
Shillingsburg, M. A., Frampton, S. E., Walters, D. S., & Gayman, C. M. (2022). Teaching joint attention skills to pairs of children with autism. Behavioral Interventions. https://doi-org/10.1002/bin.1864
Shillingsburg, M. A., Frampton, S. E., Juban, B., Weddle, S. A., & Silva, M. R. (2021). Implementing an applied verbal behavior model in classrooms. Behavioral Interventions, 37(1), 56-78. https://doi-org/10.1002/bin.1807
Frampton, S. E., Guinness, K. E., & Axe, J. B. (2021). The parallel treatments design: A systematic review. Behavioral Interventions, 36(4), 941-961. https://doi.org/10.1002/bin.1818
Frampton, S. E., Munk, G.T., Shillingsburg, L. A., & Shillingsburg, M. A. (2021). A systematic review and quality appraisal of applications of direct instruction with individuals with autism spectrum disorder. Perspectives on Behavior Science, 44(2), 245-266. https://doi.org/10.1007/s40614-021-00292-0
Vidovic, J. L., Cornell, M. C., Frampton, S. E., & Shillingsburg, M. A. (2021). Adventures in direct instruction implementation: The devil is in the details. Behavior Analysis in Practice, 14(3), 839-855. https://doi.org/10.1007/s40617-021-00616-1
Marya, V., Frampton, S. E., & Shillingsburg, M. A. (2021). Matrix training to teach tacts using speech generating devices: Replication and extension. Journal of Applied Behavior Analysis, 54(3), 1235-1250. https://doi-org.10.1002/jaba.819
Tullis, C.A., Frampton, S.E., Delfs, C.H., Greene, K., & Reed, S. (2021). The effects of instructive feedback and stimulus equivalence procedures on group instructional outcomes. Journal of Behavioral Education, 30(1), 1-21. https://doi.org/10.1007/s10864-019-09349-2
Shillingsburg, M. A., Frampton, S. E., Schenk, Y. A., Bartlett, B. L., Thompson, T. M., & Hansen, B. (2020). Evaluation of a treatment package to increase mean length of utterances for children with autism. Behavior Analysis in Practice, 13, 659–673. https://doi.org/10.1007/s40617-020-00417-y
Landa, R. K., Frampton, S. E., & Shillingsburg, M. A. (2020). Teaching children with autism to mand for social information. Journal of Applied Behavior Analysis, 53(4), 2271-2286. https://doi.org/10.1002/jaba.733
Frampton, S. E., Shillingsburg, M.A., & Simeone, P. J. (2020). Feasibility and preliminary efficacy of direct instruction for individuals with autism utilizing speech generating devices. Behavior Analysis in Practice. https://doi.org/10.1007/s401617-020-00412-3
Frampton, S. E., & Shillingsburg, M. A. (2020). Promoting the development of verbal responses using instructive feedback. Journal of Applied Behavior Analysis, 53(2), 1029-1041. https://doi.org/10.1002/jaba.659
Shillingsburg, M. A. & Frampton, S. E. (2019). The effects of the interspersal of related responses on the emergence of intraverbals for children with autism spectrum disorder. The Analysis of Verbal Behavior, 35, 172-195. https://doi.org/10.1007/s40616-019-00110-4
Frampton, S. E., Thompson, T., Bartlett, B., Hansen, B., & Shillingsburg, M. A. (2019). The use of matrix training to teach color-shape tacts to children with autism. Behavior Analysis in Practice, 12, 320-330. https://doi.org/10.1007/s40617-018-00288-4
Frampton, S. E. & Shillingsburg, M. A. (2018). Teaching children with autism to explain how: A case for problem solving? Journal of Applied Behavior Analysis, 51(2), 236-254. https://doi.org/10.1002/jaba.445
Shillingsburg, M. A., Frampton, S. E., Cleveland, S. A., & Cariveau. (2018). A clinical application of procedures to promote the emergence of untrained intraverbal relations with children with autism. Learning and Motivation, 62, 51-66. https://doi.org/10.1016/j.lmot.2017.02.003
Shillingsburg, M. A., Cariveau, T., Talmadge, B., & Frampton, S. E. (2017). A preliminary analysis of procedures to establish reporting past behavior in children with autism. The Analysis of Verbal Behavior, 33(2), 275-282. https://doi.org/0.1007/s40616-017-0085-7
Edwards, C. K., Landa, R. K., Frampton, S. E., & Shillingsburg, M. A. (2017). Increasing functional leisure engagement for children with autism using backward chaining. Behavior Modification, 42(1), 9-33. https://doi.org/10.1177/0145445517699929
Frampton, S. E., Robinson, H. R., Conine, D. E., & Delfs, C. H. (2017). An abbreviated evaluation of the efficiency of listener and tact instruction for children with autism. Behavior Analysis in Practice, 10(2), 131-144. https://doi.org/10.1007/s40617-017-0175-y
Shillingsburg, M. A., Frampton, S. E., Wymer, S. C., & Bartlett, B. (2017). A preliminary procedure for teaching children with autism to mand for social information. Behavior Analysis in Practice, 11(1), 34-38. https://doi.org/10.1007/s40617-016-0163-7
Tullis, C. A., Frampton, S. E., Delfs, C. H., & Shillingsburg, M. A. (2017). Teaching problem explanations using instructive feedback. The Analysis of Verbal Behavior, 33(1), 64-79. https://doi.org/10.1007/s40616-016-0075-1
Frampton, S. E., Wymer, S. C., Hansen, B., & Shillingsburg, M. A. (2016). The use of matrix training to promote generative language in children with autism. Journal of Applied Behavior Analysis, 49(4), 869-883. https://doi.org/10.1002/jaba.340
Miguel, C.F., Frampton, S.E., Lantaya, C.A, LaFrance, D.L., Quah, K., Meyer, C.S., Elias, N.C., & Fernand, J.K. (2015). The effects of tact training on the development of analogical reasoning. Journal of the Experimental Analysis of Behavior, 104(2), 96-118. https://doi.org/10.1002/jeab.167
Delfs, C.H. & Frampton, S.E. (2014). Practical implications of evaluating the efficiency of listener and tact instruction for children with autism. Journal of Applied Behavior Analysis, 47(4), 810-813. https://doi.org/10.1002/jaba.176
Delfs, C.H., Conine, D.E., Frampton, S.E., Shillingsburg, A.S., & Robinson, H.C. (2014). Evaluating the efficiency of listener and tact instruction for children with autism. Journal of Applied Behavior Analysis, 47(4), 792-809. https://doi.org/10.1002/jaba.166
Dickman, S. E., Bright, C., Montgomery, D., & Miguel, C. F. (2012). The effects of response interruption and redirection combined with positive reinforcement procedures upon vocal and motor stereotypy. Behavioral Interventions, 27(4), 185-192. https://doi.org/10.1002/bin.1348
Book Chapters
Frampton, S. E., Connolly, S. C., Landa, R. K., & Shillingsburg, M. A. (accepted). Autism Spectrum Disorder. In H. Friedman & P. Markey (Eds.), Encyclopedia of Mental Health (3rd). Elsevier
Shillingsburg, M. A., Hansen, B., & Frampton, S. E. (2019). Clinical Application of Parent-Child Interaction Therapy to Promote Play and Vocalizations in Young Children with Autism Spectrum Disorder: A Case Study and Recommendations (C. B. McNeil, L. B. Quetsch, & C. M. Anderson, Eds.). In Handbook of Parent-Child Interaction Therapy for Children on the Autism Spectrum. Cham, Switzerland: Springer Nature.
Invited Presentations
Frampton, S. E. (2022). Learning by Listening. Invited paper presented at the National Autism Conference, State College, PA.
Frampton, S. E. (2022). Contemporary Practices in Skill Acquisition: Getting More with Less Using Matrix Training. Invited paper presented at the National Autism Conference, State College, PA.
Frampton, S. E. (2021). Contemporary Practices in Skill Acquisition: Getting More with Less. Invited paper presented at the Georgia Association for Behavior Analysis, online. https://behaviorlive.com/courses/contemporary-practices-in-skill-acquisition-getting-more-with-less
Frampton, S. E. (2021). Implementing Direct Instruction for Learners with Specialized Needs. Invited paper presented at Encontro Brasil e EUA de Autismo, online.
Frampton, S. E. (2021). Clinical Applications of Matrix Training. Invited paper presented at TACT, LLC, online.
Frampton, S. E. (2020). Teaching Complex Verbal Behaviors to Individuals with Autism: Beyond the Basics on Speech Generating Devices. Invited paper presented at the Michigan Autism Conference, online.
Recent Presentations
Frampton, S. E., Guinness, K., & Axe, J. B. (2021). A Systematic Review of Adherence ot the Defining Features of the Parallel Treatments Design: Is it Still a Thing? Paper presented at the Association for Behavior Analysis International annual conference, online.
Frampton, S. E. (2020). A Preliminary Procedure for Teaching Children with Autism to Mand for Social Information. Paper presented at the Women in Behavior Analysis Conference, online. https://behaviorlive.com/courses/course-teaching-mands-for-social-information-a-story-of-collaboration-in-clinica
Frampton, S. E., Axe, J. B., Covall, K. & Padmanabhan, S. (2020). Teaching Problem Solving Skills: Use of Web-Based Applications to Answer Novel Questions. Paper presented at the Association for Behavior Analysis International annual conference, online.
Frampton, S.E., & Axe, J.B. (2019). Scope of competence in behavior analytic consultation: ethical considerations. Paper presented at the Berkshire Association for Behavior Analysis and Therapy annual conference, Worcester, MA
Frampton, S. E., Shillingsburg, M.A., Juban, B. A., Silva, M., Weddle, S., Gordon, K., & Galbato, M. (2019). Establishing an applied verbal behavior approach in schools using performance and competency-based training. Paper presented at Association for Behavior Analysis International annual conference, Chicago, IL.
Marya, V., Frampton, S.E., & Shillingsburg, M.A. Matrix training to promote recombinative generalization in children with autism using a speech generating device. Paper presented at Association for Behavior Analysis International annual conference, Chicago, IL.
Galbato, M., Frampton, S. E., & Shillingsburg, M.A. (2019). Review of direct instruction as an intervention for individuals diagnosed with autism spectrum disorder. Paper presented at Association for Behavior Analysis International annual conference, Chicago, IL.
Schenk, Y. A., Shillingsburg, M. A., Frampton, S., Bartlett, B. L., Thompson, T., & Hansen, B. (2018). Effects of echoic prompts on increasing mand utterance length for children with autism. Paper presented at the Berkshire Association for Behavior Analysis and Therapy annual conference, Amherst, MA.
Gordon, K., Shillingsburg, M. A., Frampton, S., & Pacheco, R. (2018). Teaching mands for social information to adolescents with developmental disabilities. Paper presented at the Berkshire Association for Behavior Analysis and Therapy annual conference, Amherst, MA.
Frampton, S., Shillingsburg, & M. A. (2018). Promoting the emergence of untrained intraverbals using instructive feedback. Paper presented at the Association for Behavior Analysis annual conference, San Diego, CA.
Edwards, G. S., Frampton, S., Thompson, T., Bartlett, B. L., Hansen, B., & Shillingsburg, M.A. (2018). Replication and extension of matrix training to teach tacts to children with autism. Paper presented at the Association for Behavior Analysis annual conference, San Diego, CA.
Schenk, Y. A., Shillingsburg, M. A., Frampton, S., Bartlett, B. L., Thompson, T., & Hansen, B. (2018). Effects of echoic prompts on increasing mand utterance length for children with autism. Paper presented at the Association for Behavior Analysis annual conference, San Diego, CA.
Gayman, C. M., Frampton, S., Walters, D. S., Bartlett, B. L., Thompson, T., Shirk, S., Story, D., & Shillingsburg, M. A. (2018). The use of script training to promote coordinated social interactions among pairs of children with autism. Paper presented at the Association for Behavior Analysis annual conference, San Diego, CA.
Frampton, S., Tullis, C. A., Delfs, C. H., Green, K., & Reed, S. (2018). The effects of instructive feedback and stimulus equivalence procedures on group instructional outcomes. Paper presented at the Massachusetts Applied Behavior Analysis annual conference, Marlborough, MA.
Silva, M. R., Frampton, S., & Shillingsburg, M. A. (2018). A preliminary analysis of procedures to promote the emergence of untrained responses using instructive feedback. Paper presented at the Massachusetts Applied Behavior Analysis annual conference, Marlborough, MA.
Juban. B., Frampton, S., Thompson, T., Bartlett, B. L., Hansen, B., & Shillingsburg, M.A. (2018). Replication and extension of matrix training to teach tacts to children with autism. Paper presented at the Massachusetts Applied Behavior Analysis annual conference, Marlborough, MA.
Frampton, S., Yosick, R., Richardson, D., & Shillingsburg, M. A. (2017). The role of testing sequence in the use of matrix training to promote recombinative generalization. Paper presented at the Association for Behavior Analysis annual conference, Denver, CO.
Frampton, S., Cleveland, S. A., Schleismann, K., & Shillingsburg, M. A. (2016). Teaching children with autism to explain “how” using a problem solving strategy. Paper presented at the Association for Behavior Analysis annual conference, Chicago, IL.
Shillingsburg, M. A., Frampton, S., & Wymer, S. (2016). The effects of the interspersal of related skills on the emergence of intraverbal responses with children with autism. Paper presented at the Association for Behavior Analysis annual conference, Chicago, IL.
Landa, R. K., Frampton, S., Wymer, S., Cleveland, S., Bartlett, B. L., & Shillingsburg, M. A. (2016). Teaching children with autism to emit mands for social information. Paper presented at the Association for Behavior Analysis annual conference, Chicago, IL.
Tullis, C. A., Frampton, S., Delfs, C. H., & Shillingsburg, M. A. (2016). Teaching listener skills for detecting problem scenarios and emergence of explanations of the problem via instructive feedback. Paper presented at the Association for Behavior Analysis annual conference, Chicago, IL.
Cariveau, T., Shillingsburg, M. A., Frampton, S., Landa, R., Wymer, S., Bartlett, B. L., Thompson, T., & Talmadge, B. (2016). Reporting past behavior in children with autism spectrum disorder. Paper presented at the Association for Behavior Analysis annual conference, Chicago, IL.
Frampton, S., Wymer, S., Jordahl, B., & Shillingsburg, M.A. (2015). The Use of Matrix Training to Promote Recombinative Generalization of Noun-Verb Tacts. Paper presented at the Association for Behavior Analysis annual conference, San Antonio, TX.
Grants, Awards and Honors
Grants
Instructional Programming to Promote the Emergence of Generative Language in Children with Autism Spectrum Disorder
Marcus Core Funding Pilot Award
Period: 9/1/15-8/31/2016
Amount: $15,000
Awards and Honors
2022: Early Career Research Award
ABAI Verbal Behavior Special Interest Group
2022: Excellence in Research
Simmons University
2019: Student Research Grant in Verbal Behavior
ABAI Verbal Behavior Special Interest Group
2018: Trustee’s Fund Award
The May Institute, Inc. Board of Trustees
2018: Student Research Grant
The Speech Pathology-Applied Behavior Analysis Special Interest Group
2016: The Language and Learning Clinic Researcher of the Year Award
Marcus Autism Center’s Language and Learning Clinic
2012: Experimental Analysis of Human Behavior Student Researcher Award;
ABAI Experimental Analysis of Human Behavior SIG
2006: Regents Scholar
University of California- Davis
Contributions to the Field
Guest Associate Editor: The Analysis of Verbal Behavior September 2022
Guest Associate Editor: Behavior Analysis in Practice April 2022
Editorial Board Member: Behavior Analysis in Practice March 2022- current
Editorial Board Member: The Analysis of Verbal Behavior May 2021-current
Editorial Board Member: Journal of Applied Behavior Analysis August 2021-August 2022
Guest Reviewer for the Journal of Applied Behavior Analysis
Guest Reviewer for The Analysis of Verbal Behavior
Guest Reviewer for the Journal of Autism and Developmental Disorders
Guest Reviewer for the American Journal on Intellectual and Developmental Disabilities
Guest Reviewer for Behavior Analysis in Practice
Guest Reviewer for Behavioral Interventions
Guest Reviewer for the International Journal of Developmental Disabilities
Guest Reviewer for the European Journal of Behavior Analysis
Guest Reviewer for the Psychological Record
Guest Reviewer for the Review Journal of Autism and Developmental Disorder
Additional Information
Teaching
PSYC 9040 (Proseminar Learning)
PSYC 9100 (Small N Research Designs)
PSYC 9140 Assessment and Treatment of Autism Spectrum Disorders
Research
Dr. Frampton’s research interests include: 1) verbal behavior, 2) problem-solving, 3) instructional design, and 4) dissemination of evidence-based practices. Her work spans basic research in laboratory settings to community applications.
Work Experience
Assistant Professor
9/1/2022- present
University of Nebraska at Omaha
Psychology Department
Director of Clinical Services and Training
10/1/2017-7/16/22
May Institute, Inc.
Children’s Services
Behavioral Clinical Practitioner
8/1/2012-8/1/2017
Marcus Autism Center
Language and Learning Clinic
Program Director
Sr. Behavior Consultant
Behavior Consultant
Sr. Therapist
4/1/2006-7/1/2012
Hope Consulting, LLC.
Education
Ph.D., Behavior Analysis, Simmons University
Dissertation: Effects of Training Note-taking on the Demonstration of Equivalence Relations
M.A., Education (Special Education), California State University-Sacramento
Thesis: The Effects of Tact Training in the Development of Analogical Reasoning
B.A., B.A., Economics, Psychology, University of California- Davis
Credentials
Board Certified Behavior Analyst: 1-12-12617
Licensed Behavior Analyst, MA: 3321
Publications and Presentations
Peer Reviewed Journal Articles
Frampton, S.E. & Axe, J.A. (2022). A tutorial for implementing matrix training in practice. Behavior Analysis in Practice, 1-12. https://doi.org/10.1007/s40617-022-00733-5
Shillingsburg, M. A., Frampton, S. E., Walters, D. S., & Gayman, C. M. (2022). Teaching joint attention skills to pairs of children with autism. Behavioral Interventions. https://doi-org/10.1002/bin.1864
Shillingsburg, M. A., Frampton, S. E., Juban, B., Weddle, S. A., & Silva, M. R. (2021). Implementing an applied verbal behavior model in classrooms. Behavioral Interventions, 37(1), 56-78. https://doi-org/10.1002/bin.1807
Frampton, S. E., Guinness, K. E., & Axe, J. B. (2021). The parallel treatments design: A systematic review. Behavioral Interventions, 36(4), 941-961. https://doi.org/10.1002/bin.1818
Frampton, S. E., Munk, G.T., Shillingsburg, L. A., & Shillingsburg, M. A. (2021). A systematic review and quality appraisal of applications of direct instruction with individuals with autism spectrum disorder. Perspectives on Behavior Science, 44(2), 245-266. https://doi.org/10.1007/s40614-021-00292-0
Vidovic, J. L., Cornell, M. C., Frampton, S. E., & Shillingsburg, M. A. (2021). Adventures in direct instruction implementation: The devil is in the details. Behavior Analysis in Practice, 14(3), 839-855. https://doi.org/10.1007/s40617-021-00616-1
Marya, V., Frampton, S. E., & Shillingsburg, M. A. (2021). Matrix training to teach tacts using speech generating devices: Replication and extension. Journal of Applied Behavior Analysis, 54(3), 1235-1250. https://doi-org.10.1002/jaba.819
Tullis, C.A., Frampton, S.E., Delfs, C.H., Greene, K., & Reed, S. (2021). The effects of instructive feedback and stimulus equivalence procedures on group instructional outcomes. Journal of Behavioral Education, 30(1), 1-21. https://doi.org/10.1007/s10864-019-09349-2
Shillingsburg, M. A., Frampton, S. E., Schenk, Y. A., Bartlett, B. L., Thompson, T. M., & Hansen, B. (2020). Evaluation of a treatment package to increase mean length of utterances for children with autism. Behavior Analysis in Practice, 13, 659–673. https://doi.org/10.1007/s40617-020-00417-y
Landa, R. K., Frampton, S. E., & Shillingsburg, M. A. (2020). Teaching children with autism to mand for social information. Journal of Applied Behavior Analysis, 53(4), 2271-2286. https://doi.org/10.1002/jaba.733
Frampton, S. E., Shillingsburg, M.A., & Simeone, P. J. (2020). Feasibility and preliminary efficacy of direct instruction for individuals with autism utilizing speech generating devices. Behavior Analysis in Practice. https://doi.org/10.1007/s401617-020-00412-3
Frampton, S. E., & Shillingsburg, M. A. (2020). Promoting the development of verbal responses using instructive feedback. Journal of Applied Behavior Analysis, 53(2), 1029-1041. https://doi.org/10.1002/jaba.659
Shillingsburg, M. A. & Frampton, S. E. (2019). The effects of the interspersal of related responses on the emergence of intraverbals for children with autism spectrum disorder. The Analysis of Verbal Behavior, 35, 172-195. https://doi.org/10.1007/s40616-019-00110-4
Frampton, S. E., Thompson, T., Bartlett, B., Hansen, B., & Shillingsburg, M. A. (2019). The use of matrix training to teach color-shape tacts to children with autism. Behavior Analysis in Practice, 12, 320-330. https://doi.org/10.1007/s40617-018-00288-4
Frampton, S. E. & Shillingsburg, M. A. (2018). Teaching children with autism to explain how: A case for problem solving? Journal of Applied Behavior Analysis, 51(2), 236-254. https://doi.org/10.1002/jaba.445
Shillingsburg, M. A., Frampton, S. E., Cleveland, S. A., & Cariveau. (2018). A clinical application of procedures to promote the emergence of untrained intraverbal relations with children with autism. Learning and Motivation, 62, 51-66. https://doi.org/10.1016/j.lmot.2017.02.003
Shillingsburg, M. A., Cariveau, T., Talmadge, B., & Frampton, S. E. (2017). A preliminary analysis of procedures to establish reporting past behavior in children with autism. The Analysis of Verbal Behavior, 33(2), 275-282. https://doi.org/0.1007/s40616-017-0085-7
Edwards, C. K., Landa, R. K., Frampton, S. E., & Shillingsburg, M. A. (2017). Increasing functional leisure engagement for children with autism using backward chaining. Behavior Modification, 42(1), 9-33. https://doi.org/10.1177/0145445517699929
Frampton, S. E., Robinson, H. R., Conine, D. E., & Delfs, C. H. (2017). An abbreviated evaluation of the efficiency of listener and tact instruction for children with autism. Behavior Analysis in Practice, 10(2), 131-144. https://doi.org/10.1007/s40617-017-0175-y
Shillingsburg, M. A., Frampton, S. E., Wymer, S. C., & Bartlett, B. (2017). A preliminary procedure for teaching children with autism to mand for social information. Behavior Analysis in Practice, 11(1), 34-38. https://doi.org/10.1007/s40617-016-0163-7
Tullis, C. A., Frampton, S. E., Delfs, C. H., & Shillingsburg, M. A. (2017). Teaching problem explanations using instructive feedback. The Analysis of Verbal Behavior, 33(1), 64-79. https://doi.org/10.1007/s40616-016-0075-1
Frampton, S. E., Wymer, S. C., Hansen, B., & Shillingsburg, M. A. (2016). The use of matrix training to promote generative language in children with autism. Journal of Applied Behavior Analysis, 49(4), 869-883. https://doi.org/10.1002/jaba.340
Miguel, C.F., Frampton, S.E., Lantaya, C.A, LaFrance, D.L., Quah, K., Meyer, C.S., Elias, N.C., & Fernand, J.K. (2015). The effects of tact training on the development of analogical reasoning. Journal of the Experimental Analysis of Behavior, 104(2), 96-118. https://doi.org/10.1002/jeab.167
Delfs, C.H. & Frampton, S.E. (2014). Practical implications of evaluating the efficiency of listener and tact instruction for children with autism. Journal of Applied Behavior Analysis, 47(4), 810-813. https://doi.org/10.1002/jaba.176
Delfs, C.H., Conine, D.E., Frampton, S.E., Shillingsburg, A.S., & Robinson, H.C. (2014). Evaluating the efficiency of listener and tact instruction for children with autism. Journal of Applied Behavior Analysis, 47(4), 792-809. https://doi.org/10.1002/jaba.166
Dickman, S. E., Bright, C., Montgomery, D., & Miguel, C. F. (2012). The effects of response interruption and redirection combined with positive reinforcement procedures upon vocal and motor stereotypy. Behavioral Interventions, 27(4), 185-192. https://doi.org/10.1002/bin.1348
Book Chapters
Frampton, S. E., Connolly, S. C., Landa, R. K., & Shillingsburg, M. A. (accepted). Autism Spectrum Disorder. In H. Friedman & P. Markey (Eds.), Encyclopedia of Mental Health (3rd). Elsevier
Shillingsburg, M. A., Hansen, B., & Frampton, S. E. (2019). Clinical Application of Parent-Child Interaction Therapy to Promote Play and Vocalizations in Young Children with Autism Spectrum Disorder: A Case Study and Recommendations (C. B. McNeil, L. B. Quetsch, & C. M. Anderson, Eds.). In Handbook of Parent-Child Interaction Therapy for Children on the Autism Spectrum. Cham, Switzerland: Springer Nature.
Invited Presentations
Frampton, S. E. (2022). Learning by Listening. Invited paper presented at the National Autism Conference, State College, PA.
Frampton, S. E. (2022). Contemporary Practices in Skill Acquisition: Getting More with Less Using Matrix Training. Invited paper presented at the National Autism Conference, State College, PA.
Frampton, S. E. (2021). Contemporary Practices in Skill Acquisition: Getting More with Less. Invited paper presented at the Georgia Association for Behavior Analysis, online. https://behaviorlive.com/courses/contemporary-practices-in-skill-acquisition-getting-more-with-less
Frampton, S. E. (2021). Implementing Direct Instruction for Learners with Specialized Needs. Invited paper presented at Encontro Brasil e EUA de Autismo, online.
Frampton, S. E. (2021). Clinical Applications of Matrix Training. Invited paper presented at TACT, LLC, online.
Frampton, S. E. (2020). Teaching Complex Verbal Behaviors to Individuals with Autism: Beyond the Basics on Speech Generating Devices. Invited paper presented at the Michigan Autism Conference, online.
Recent Presentations
Frampton, S. E., Guinness, K., & Axe, J. B. (2021). A Systematic Review of Adherence ot the Defining Features of the Parallel Treatments Design: Is it Still a Thing? Paper presented at the Association for Behavior Analysis International annual conference, online.
Frampton, S. E. (2020). A Preliminary Procedure for Teaching Children with Autism to Mand for Social Information. Paper presented at the Women in Behavior Analysis Conference, online. https://behaviorlive.com/courses/course-teaching-mands-for-social-information-a-story-of-collaboration-in-clinica
Frampton, S. E., Axe, J. B., Covall, K. & Padmanabhan, S. (2020). Teaching Problem Solving Skills: Use of Web-Based Applications to Answer Novel Questions. Paper presented at the Association for Behavior Analysis International annual conference, online.
Frampton, S.E., & Axe, J.B. (2019). Scope of competence in behavior analytic consultation: ethical considerations. Paper presented at the Berkshire Association for Behavior Analysis and Therapy annual conference, Worcester, MA
Frampton, S. E., Shillingsburg, M.A., Juban, B. A., Silva, M., Weddle, S., Gordon, K., & Galbato, M. (2019). Establishing an applied verbal behavior approach in schools using performance and competency-based training. Paper presented at Association for Behavior Analysis International annual conference, Chicago, IL.
Marya, V., Frampton, S.E., & Shillingsburg, M.A. Matrix training to promote recombinative generalization in children with autism using a speech generating device. Paper presented at Association for Behavior Analysis International annual conference, Chicago, IL.
Galbato, M., Frampton, S. E., & Shillingsburg, M.A. (2019). Review of direct instruction as an intervention for individuals diagnosed with autism spectrum disorder. Paper presented at Association for Behavior Analysis International annual conference, Chicago, IL.
Schenk, Y. A., Shillingsburg, M. A., Frampton, S., Bartlett, B. L., Thompson, T., & Hansen, B. (2018). Effects of echoic prompts on increasing mand utterance length for children with autism. Paper presented at the Berkshire Association for Behavior Analysis and Therapy annual conference, Amherst, MA.
Gordon, K., Shillingsburg, M. A., Frampton, S., & Pacheco, R. (2018). Teaching mands for social information to adolescents with developmental disabilities. Paper presented at the Berkshire Association for Behavior Analysis and Therapy annual conference, Amherst, MA.
Frampton, S., Shillingsburg, & M. A. (2018). Promoting the emergence of untrained intraverbals using instructive feedback. Paper presented at the Association for Behavior Analysis annual conference, San Diego, CA.
Edwards, G. S., Frampton, S., Thompson, T., Bartlett, B. L., Hansen, B., & Shillingsburg, M.A. (2018). Replication and extension of matrix training to teach tacts to children with autism. Paper presented at the Association for Behavior Analysis annual conference, San Diego, CA.
Schenk, Y. A., Shillingsburg, M. A., Frampton, S., Bartlett, B. L., Thompson, T., & Hansen, B. (2018). Effects of echoic prompts on increasing mand utterance length for children with autism. Paper presented at the Association for Behavior Analysis annual conference, San Diego, CA.
Gayman, C. M., Frampton, S., Walters, D. S., Bartlett, B. L., Thompson, T., Shirk, S., Story, D., & Shillingsburg, M. A. (2018). The use of script training to promote coordinated social interactions among pairs of children with autism. Paper presented at the Association for Behavior Analysis annual conference, San Diego, CA.
Frampton, S., Tullis, C. A., Delfs, C. H., Green, K., & Reed, S. (2018). The effects of instructive feedback and stimulus equivalence procedures on group instructional outcomes. Paper presented at the Massachusetts Applied Behavior Analysis annual conference, Marlborough, MA.
Silva, M. R., Frampton, S., & Shillingsburg, M. A. (2018). A preliminary analysis of procedures to promote the emergence of untrained responses using instructive feedback. Paper presented at the Massachusetts Applied Behavior Analysis annual conference, Marlborough, MA.
Juban. B., Frampton, S., Thompson, T., Bartlett, B. L., Hansen, B., & Shillingsburg, M.A. (2018). Replication and extension of matrix training to teach tacts to children with autism. Paper presented at the Massachusetts Applied Behavior Analysis annual conference, Marlborough, MA.
Frampton, S., Yosick, R., Richardson, D., & Shillingsburg, M. A. (2017). The role of testing sequence in the use of matrix training to promote recombinative generalization. Paper presented at the Association for Behavior Analysis annual conference, Denver, CO.
Frampton, S., Cleveland, S. A., Schleismann, K., & Shillingsburg, M. A. (2016). Teaching children with autism to explain “how” using a problem solving strategy. Paper presented at the Association for Behavior Analysis annual conference, Chicago, IL.
Shillingsburg, M. A., Frampton, S., & Wymer, S. (2016). The effects of the interspersal of related skills on the emergence of intraverbal responses with children with autism. Paper presented at the Association for Behavior Analysis annual conference, Chicago, IL.
Landa, R. K., Frampton, S., Wymer, S., Cleveland, S., Bartlett, B. L., & Shillingsburg, M. A. (2016). Teaching children with autism to emit mands for social information. Paper presented at the Association for Behavior Analysis annual conference, Chicago, IL.
Tullis, C. A., Frampton, S., Delfs, C. H., & Shillingsburg, M. A. (2016). Teaching listener skills for detecting problem scenarios and emergence of explanations of the problem via instructive feedback. Paper presented at the Association for Behavior Analysis annual conference, Chicago, IL.
Cariveau, T., Shillingsburg, M. A., Frampton, S., Landa, R., Wymer, S., Bartlett, B. L., Thompson, T., & Talmadge, B. (2016). Reporting past behavior in children with autism spectrum disorder. Paper presented at the Association for Behavior Analysis annual conference, Chicago, IL.
Frampton, S., Wymer, S., Jordahl, B., & Shillingsburg, M.A. (2015). The Use of Matrix Training to Promote Recombinative Generalization of Noun-Verb Tacts. Paper presented at the Association for Behavior Analysis annual conference, San Antonio, TX.
Grants, Awards and Honors
Grants
Instructional Programming to Promote the Emergence of Generative Language in Children with Autism Spectrum Disorder
Marcus Core Funding Pilot Award
Period: 9/1/15-8/31/2016
Amount: $15,000
Awards and Honors
2022: Early Career Research Award
ABAI Verbal Behavior Special Interest Group
2022: Excellence in Research
Simmons University
2019: Student Research Grant in Verbal Behavior
ABAI Verbal Behavior Special Interest Group
2018: Trustee’s Fund Award
The May Institute, Inc. Board of Trustees
2018: Student Research Grant
The Speech Pathology-Applied Behavior Analysis Special Interest Group
2016: The Language and Learning Clinic Researcher of the Year Award
Marcus Autism Center’s Language and Learning Clinic
2012: Experimental Analysis of Human Behavior Student Researcher Award;
ABAI Experimental Analysis of Human Behavior SIG
2006: Regents Scholar
University of California- Davis
Contributions to the Field
Guest Associate Editor: The Analysis of Verbal Behavior September 2022
Guest Associate Editor: Behavior Analysis in Practice April 2022
Editorial Board Member: Behavior Analysis in Practice March 2022- current
Editorial Board Member: The Analysis of Verbal Behavior May 2021-current
Editorial Board Member: Journal of Applied Behavior Analysis August 2021-August 2022
Guest Reviewer for the Journal of Applied Behavior Analysis
Guest Reviewer for The Analysis of Verbal Behavior
Guest Reviewer for the Journal of Autism and Developmental Disorders
Guest Reviewer for the American Journal on Intellectual and Developmental Disabilities
Guest Reviewer for Behavior Analysis in Practice
Guest Reviewer for Behavioral Interventions
Guest Reviewer for the International Journal of Developmental Disabilities
Guest Reviewer for the European Journal of Behavior Analysis
Guest Reviewer for the Psychological Record
Guest Reviewer for the Review Journal of Autism and Developmental Disorder