In Press. * denotes student author
Li, T., Cengher, M., Cortez, M. D., & Miguel, C. F. (in press). A comparison of sequential and simultaneous tact instruction in children with autism: A pilot study. The Analysis of Verbal Behavior.
Miguel, C. F., Frampton, S. E., Shillingsburg, M. A., & Carr, J. E. (in press). The analysis of verbal behavior and its therapeutic applications. In G. J. Madden & F. D. DiGennaro Reed. APA Handbook of Behavior Analysis: Second Edition. Washington D. C.: American Psychological Association.
Frampton, S. F. & Miguel, C. F. (in press). Generative and emergent verbal behavior. In J. C. Vladescu & A. N. Kissamore (Eds.), Promoting language for learners with autism spectrum disorder: A guide for applied behavior analysis practitioners. Routledge/Taylor & Francis.
2025
*Zhirnova, T., Miguel, C. F., & *Cordeiro, M. C. (2025). The role of bidirectional naming in the emergence of analogical reasoning in children. Journal of the Experimental Analysis of Behavior
2024
LaFrance, D. L. & Miguel, C. F. (2024). Teaching language to children with autism spectrum disorder. In P. Sturmey. J. Tarbox, D. R. Dixon, & J. L. Matson (Eds.), Handbook of Early Intervention for Autism Spectrum Disorders: Research, Practice, and Policy. Second Edition. New York: Springer
*Dingus, C. S., Hanson, R. J., Miguel, C. F., *Stern, S., & Brand, D. (2024). Verbal mediation during auditory equivalence class formation using the go/no-go successive matching-to-sample. The Analysis of Verbal Behavior.
*Luoma, S. M., Miguel, C. F., LaFrance, D. L., *Lee, V. (2024). The role of intraverbal bidirectional naming in the establishment of comparative relations. Journal of the Experimental Analysis of Behavior, 122, 158-181
*Godinez, E. S., Brand, D., Miguel, C. F., & Penrod, B. (2024). A further investigation regarding the efficacy of and preference for positive and corrective feedback. Journal of Applied Behavior Analysis, 57, 1070-1081.
*Sordello, J. C., Hanson, R. J., Miguel, C. F., *Angulo, A., & *Dingus, C. S. (2024). Correspondence between vocal-verbal behavior and go/no-go responses during the successive matching-to-sample procedure. The Analysis of Verbal Behavior, 40, 76-87.
De Souza, A., & Miguel, C. F. (2024). Ensino de linguagem em crianças diagnosticadas com autismo. In A. C. Sella & D. M. Ribeiro (Eds.), Análise do comportamento aplicada ao transtorno do espectro autista. Segunda Edição. Curitiba, PR: Editora Appris. ISBN: 978-85-473-1929-8
2023
*O'Neil, A., *Sato, S. K., Miguel, C. F., Heinicke, M. R., & Vladescu, J. C. (2023). Successive and simultaneous stimulus presentation during tact training with children with autism. The Analysis of Verbal Behavior, 39, 206-225.
Frampton, S. F., Axe, J. B., & Miguel, C. F. (2023). The effects of note-taking as a visual mediation strategy on the formation of equivalence classes. Journal of the Experimental Analysis of Behavior, 119, 429-447.
*Falakfarsa, G., Brand, D., Bensemann, J. L., *Jones, L., Miguel, C. F., & Heinicke, M. R. (2023). A parametric analysis of procedural integrity errors following mastery of a computerized task. Journal of Applied Behavior Analysis, 56, 607-617.
*Silva, R. A., Debert, P., & Miguel, C. F. (2023). Testes de equivalência com tentativas intercaladas com reforçamento por meio do go/no-go com estímulos compostos em crianças com autismo. Brazilian Journal of Behavior Analysis, 19-1-12
Jennings, A. M., Vladescu, J. C., Miguel, C. F., Reeve, K. F., & Sidener, T. M. (2023). Translational evaluation of component skills for the establishment of multiply-controlled intraverbals. Journal of the Experimental Analysis of Behavior.
*Shawler, L.A., *Zhelezoglo, K. N., Miguel, C. F., & Brand, D. (2023). Procedural parameters in equivalence-based instruction with individuals diagnosed with autism: A call for systematic research. Journal of Applied Behavior Analysis, 56, 520-533.
2022
Cortez, M. D., *Mazzoca, R. H., *Donaris, D. F.,* Oliveira, R. P., & Miguel, C. F. (2022). Audience control over children's honest reports. The Analysis of Verbal Behavio, 38, 139-156..
*Hanson, R. J., *Sordello, J., *Engell, T. S., & Miguel, C.F. (2022). The use of the go/no-go successive matching-to-sample procedure with nonverbal stimuli to establish equivalence classes. The Analysis of Verbal Behavior, 38, 54-64.
*Chastain, A. N., *Luoma, S. M., *Love, S. E., & Miguel, C. F. (2022). The role of irrelevant, class-consistent, and class inconsistent intraverbal training on the establishment of equivalence classes. The Psychological Record, 72, 383-405.
*Shawler, L. A., Miguel, C. F., Cengher, M., *Zhelezoglo, K. N., & *Luoma, S. M. (2022). Establishing derived reinforcers via stimulus equivalence. Journal of the Experimental Analysis of Behavior, 177, 180-200
*Jennings, A. M., Vladescu, J. C., Miguel, C. F., Reeve, K. F., & Sidener, T. M. (2022). A systematic review of empirical intraverbal research: 2015–2020. Behavioral Interventions, 37, 79-104
2021
Cortez, M. D., *da Silva, L. F., Cengher, M., *Mazzoca, R. H., & Miguel, C. F. (2021). The effects of tact and listener instruction with a prompt-delay procedure on teaching a small vocabulary in a foreign language. Journal of Applied Behavior Analysis 55, 249-263..
Miguel, C. F. (2021). Jack and me. The Analysis of Verbal Behavior, 37, 266-271.
Miguel, C. F. & Petursdottir, A. I. (2021). In memoriam: Jack Michael (1926-2020). Journal of the Experimental Analysis of Behavior, 116, 124-127.
Petursdottir, A. I. & Miguel, C. F. (2021). Jack Michael: The teacher (1926-2020). Journal of Applied Behavior Analysis, 54, 844-848.
Tincani, M., Miguel, C., Bondy, A. & Crozier, S. (2021). Teaching verbal behavior (pp.270-284). In: W. W. Fisher, C. C. Piazza, & H. S. Roane (Eds.). Handbook of Applied Behavior Analysis 2nd Edition. NY: The Guilford Press.
*Hanson, R. J. & Miguel, C.F. (2021). The establishment of auditory equivalence classes with a go/no-go successive matching-to-sample procedure. Journal of the Experimental Analysis of Behavior, 116, 44-63.
*Howland, T. G., *Zhelezoglo, K. N., *Hanson, R. J., Miguel, C. F., & Lantaya, C.A. (2021). The establishment of visual equivalence classes with a go/no-go successive matching-to-sample procedure. The Psychological Record, 71, 157-166.
*Pyles, M. L., *Chastain, A. N., & Miguel, C. F. (2021). Teaching children with autism to mand for information using "Why?" as a function of denied access. The Analysis of Verbal Behavior, 37, 17-34
*Cordeiro, M. C., *Zhirnova, T., & Miguel, C. F. (2021). Establishing equivalence-equivalence analogical relations via tact and listener training. Journal of the Experimental Analysis of Behavior, 115, 340-360.
*Zhelezoglo, K. N., Hanson, R. J., Miguel, C. F., & Lionello-DeNolf, K. M. (2021). The establishment of auditory-visual equivalence classes with a go/no-go successive matching-to-sample procedure. Journal of the Experimental Analysis of Behavior, 115, 421-438
*Song, C. J., Vladescu, J. C., Reeve, K. F., Miguel, C. F., & *Breeman, S. L. (2021). The influence of correlations between noncritical features and reinforcement on stimulus generalization. Journal of Applied Behavior Analysis.
2020
*Langton, E. K, *Diaz, J. E., *Cordeiro, M. C., Miguel, C. F., & Heinicke, M. R. (2020). An evaluation of matrix training to teach college students piano notes and rhythms. Journal of Applied Behavior Analysis, 53, 1466-1484
Ribeiro, D. M. & Miguel, C. F. (2020). The use of multiple-tact training to produce emergent categorization in children with autism. Journal of Applied Behavior Analysis, 53, 1768-1779.
*Diaz, J. E., *Luoma, S. M., & Miguel, C. F. (2020). The role of verbal behavior in the establishment of comparative relations. Journal of the Experimental Analysis of Behavior, 113, 322-339.
Cengher, M. & Miguel, C. F. (2020). Motivation in Childhood. In S. Hupp & J. Jewell (Eds.), Encyclopedia of Child and Adolescent Development. Hoboken, NJ: Wiley.
*Hill, K. E., *Griffith, K. R., & Miguel, C.F. (2020). Using equivalence-based instruction to teach piano skills to children. Journal of Applied Behavior Analysis, 53, 188-208.
*Shawler, L. A., Dianda, M. & Miguel, C. F. (2020). A comparison of response interruption and redirection (RIRD) and competing Items on vocal stereotypy. Journal of Applied Behavior Analysis, 53, 355-365.
Michael, J., y Miguel, C. (2020). Operaciones motivadoras (C. Nogales González, J. Virues-Ortega, trad.). En J. O. Cooper, T.E. Heron & W.L. Heward. Análisis aplicado de conducta, tercera edición en español (J. Virues Ortega, ed.) (págs. 374-396. ABA España Publicaciones.
Michael, J. & Miguel, C. F. (2020). Motivating operations. In J. O. Cooper, T. E. Heron, & W. L. Heward, Applied behavior analysis. Third Edition (pp. 372-394). Hoboken, NJ: Pearson.
2019
Cortez, M. D., Miguel, C. F., & De Rose, J.C. (2019). O papel de diferentes audiências na acurácia do relato verbal de crianças. Acta Comportamentalia, 27, 389-405.
*Meyer, C. S., *Cordeiro, M. C., & Miguel, C. F. (2019). The effects of listener training on the development of analogical reasoning. Journal of the Experimental Analysis of Behavior, 112, 144-166.
Miguel, C. F. (2019). In defense of Jack Michael's motivation. Journal of the Experimental Analysis of Behavior, 112, 32-36.
*Silva, A. J. M., *Barboza, A. A., Miguel, C. F., Barros, R. S. (2019). Evaluating the efficacy of a parent-implemented autism intervention program in Northern Brazil. Trends in Psychology, 27 (2), 523-532.
*Da Hora, C. L., Debert, P., LaFrance, D. L., & Miguel, C. F. (2019). Inadvertent establishment of location control in matching-to-sample tasks in individuals with autism. Brazilian Journal of Behavior Analysis, 14, 15-23.
*Roncati, A. L., Souza, A. C., & Miguel, C. F. (2019). Exposure to a specific prompt topography predicts its effectiveness when teaching intraverbal behavior to children with autism. Journal of Applied Behavior Analysis.
Canovas, D. S., Debert, P., & Miguel, C. F. (2019). Simple discrimination training with differential responses to establish
functional and equivalence classes with preschool children. Journal of the Experimental Analysis of Behavior, 111, 59-74.
2018
De Souza, A., & Miguel, C. F. (2018). Ensino de linguagem em crianças diagnosticadas com autismo. In A. C. Sella & D. M. Ribeiro (Eds.), Análise do comportamento aplicada ao transtorno do espectro autista. Curitiba, PR: Editora Appris. ISBN: 978-85-473-1929-8
*Griffith, K. R., *Ramos, A. L., *Hill, K. E. & Miguel, C. F. (2018). Using equivalence-based instruction to teach piano skills to college students. Journal of Applied Behavior Analysis, 51, 207-219
*Lantaya, C., Miguel, C. F., *Howland, T., LaFrance, D., & *Page, S. (2018). An evaluation of a visual-visual successive matching-to-sample procedure to establish equivalence classes in adults. Journal of the Experimental Analysis of Behavior, 109, 533-550.
Miguel, C. F. (2018). Problem-solving, bidirectional naming, and the development of verbal repertoires. Behavior Analysis Research and Practice, 18, 340-353.
Ribeiro, D. M., *Cavalcante, R. S. T., *Bandeira, M. T. S., Sella, A. C., & Miguel, C. F. (2018). Efeitos do ensino do tato na emergência da categorização em crianças com autismo. Acta Comportamentalia, 26, 71-91.
2017
Cortez, M. D. Miguel, C. F., De Rose, J. C. (2017). Efeitos de diferentes tipos de treino de correspondência na manutenção de autorrelatos correspondentes de crianças. Acta Comportamentalia, 4, 511-527.
*Jennings, A. M. & Miguel, C. F. (2017). Teaching intraverbal bidirectional naming to establish generalized equivalence class performances. Journal of the Experimental Analysis of Behavior, 108, 269–289.
Miguel, C. F. (2017). The generalization of mands. The Analysis of Verbal Behavior, 33, 191-204.
Miguel, C. F. (2017). Bidirectional naming and verbal behavior: An important, yet challenging research agenda. Operants, 4, 32-34.
2016
*Clough, C., *Meyer, C. S., & Miguel, C. F. (2016). The effects of blocking and joint control training on sequencing visual stimuli. The Analysis of Verbal Behavior, 32, 242-264.
*Ma, M. L., Miguel, C. F., & *Jennings, A. M. (2016). Training intraverbal naming to establish equivalence class performances. Journal of the Experimental Analysis of Behavior, 105, 409-426
Miguel, C. F. (2016). Common and intraverbal bidirectional naming. The Analysis of Verbal Behavior, 32, 125-138.
2015
LaFrance, D. L., Miguel, C. F., Donahue, J., & *Fechter, T. (2015). A case study on the use of auditory integration training as treatment for stereotypy. Behavioral Interventions, 30, 386-293.
*Lee, G. P., Miguel, C. F., *Darcey, E. K, & *Jennings, A. M. (2015). A further evaluation of the effects of listener training on the emergence of speaker behavior and categorization in children with autism. Research in Autism Spectrum Disorders, 19, 72-81.
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, 96-118.
*Ribeiro, D. M., Miguel, C. F. & Goyos, A. C. (2015). The effects of listener training on the discriminative control by elements of compound stimuli in children with disabilities. Journal of the Experimental Analysis of Behavior, 104, 48-62.
*Shawler, L. A. & Miguel, C.F. (2015). The effects of motor and vocal response interruption and redirection on vocal stereotypy and appropriate vocalizations. Behavioral Interventions, 30, 112-134.
*Santos, P. M., *Ma. M. L., & Miguel, C. F. (2015). Training intraverbal naming to establish matching-to-sample performances. The Analysis of Verbal Behavior, 31, 162-182.
2014
*Cortez, M. D., de Rose, J. C., & Miguel. C. F. (2014). The role of correspondence training on children´s self-report accuracy across tasks. The Psychological Record, 64, 393-402.
*Kobari-Wright, V. V. & Miguel, C. F. (2014). The effects of listener training on the emergence of categorization and speaker behavior in children with autism. Journal of Applied Behavior Analysis, 47, 431-436.
LaFrance, D. L. & Miguel, C. F. (2014). Teaching language to children with autism spectrum disorder. In P. Sturmey. J. Tarbox, D. R. Dixon, & J. L. Matson (Eds.), Handbook of Early Intervention for Autism Spectrum Disorders: Research, Practice, and Policy. (pp.403-436). New York: Springer
*Vicars, S. M., Miguel, C. F., & Sobie, J. L. (2014). Assessing preference and reinforcement efficacy in dogs. Behavioural Processes, 103, 75-83.
2013
Miguel, C. F. & *Kobari-Wright, V. V. (2013). The effects of tact training on the emergence of categorization in children with autism. Journal of Applied Behavior Analysis, 46, 669-673.
*Sprinkle, E. C. & Miguel, C. F. (2013). Establishing derived textual activity schedules in children with autism. Behavioral Interventions, 28, 185-202.
Miguel, C. F. (2013). Jack Michael's motivation. The Analysis of Verbal Behavior, 29, 3-11.
Carr, J. E., & Miguel, C. F. (2013). The analysis of verbal behavior and its therapeutic applications. In G. J. Madden (Ed.), APA Handbook of Behavior Analysis. Volume 2. Washington D. C.: American Psychological Association.
Virues-Ortega, J., & Miguel, C. F. (2013). Analisis funcional de la conducta verbal. In R. G. Miltenberger, Modificacion de conducta: Principios y procedimientos (Extended 4th ed., J. Virues-Ortega & C. Nogales-Gonzalez, trans.). Madrid, Spain: Piramide.
2012
*Coon, J. T. & Miguel, C. F. (2012). The role of increased exposure to transfer of stimulus control procedures on the acquisition of intraverbal behavior. Journal of Applied Behavior Analysis, 45, 657-666.
*Dickman, S. E., Bright, C., Montgomery, D., & Miguel., C. F. (2012). The effects of response interruption and redirection (RIRD) and differential reinforcement on vocal stereotypy and appropriate vocalizations. Behavioral Interventions, 27, 185-192.
*Love, J., Miguel, C. F., *Fernand, J., & *LaBrie, J. (2012). The effects of matched stimulation and response interruption and redirection on vocal stereotypy. Journal of Applied Behavior Analysis, 45, 549-564.
*VanStelle, S. E., *Vicars, S. M, *Harr, V. H., Miguel, C. F., Austin, J., *Koerber, J., & *Kazbour, R. (2012). The publication history of the Journal of Organizational Behavior Management: An objective review and analysis 1998-2009. Journal of Organizational Behavior Management, 32, 93-123.
*Sprinkle, E. C., & Miguel, C. F. (2012). The effects of listener and speaker training on emergent relations in children with autism. The Analysis of Verbal Behavior, 28, 111-117.
*Finn, H., Miguel, C. F., & Ahearn, W. H. (2012). The emergence of untrained mands and tacts in children diagnosed with autism. Journal of Applied Behavior Analysis, 45, 265-280.
Carr, J. E., Miguel, C. F., & Sidener, T. M. (2012). A translational evaluation of the interpolated reinforcement procedure with young children. Behavior Interventions, 27, 45-55
2011
*Keintz, K. S., Miguel, C. F., *Kao, B., & *Finn, H. E. (2011). Using conditional discrimination training to produce emergent relations between coins and their values in children with autism. Journal of Applied Behavior Analysis, 44, 909-913.
Miguel, C. F. (2011). Editorial: Where should we go from here. The Analysis of Verbal Behavior, 27, 1-2.
*Mahoney, A. M., Miguel, C. F., Ahearn, W. H., & Bell, J. (2011). The role of common motor responses in stimulus categorization by preschool children. Journal of the Experimental Analysis of Behavior, 95, 237-262.
2010
*Ribeiro, D. M., Elias, N. C., Goyos, C., & Miguel, C. F. (2010). The effects of listener training on the emergence of tact and mand signs in individuals with intellectual disabilities. The Analysis of Verbal Behavior, 26, 65-72.
Miguel, C. F. (2010). Editorial. The Analysis of Verbal Behavior, 26, 1.
Groskreutz, N. C., Karsina, A. J., Miguel, C. F., & Groskreutz, M. P. (2010). Using conditional discrimination training with complex auditory-visual samples to produce emergent relations in children with autism. Journal of Applied Behavior Analysis, 43, 131-136.
2009
Miguel, C. F., Clark, K., *Tereshko, L., & Ahearn, W. H. (2009). The effects of response interruption and redirection and sertraline on vocal stereotypy. Journal of Applied Behavior Analysis, 42, 883-888.
Benvenuti, M. F. L., *de Souza, J. & Miguel, C. F. (2009). Avaliando a interação entre instruções e comportamento supersticioso em esquemas concorrentes. Interação em Psicologia, 13, 69-79.
Miguel, C. F., *Yang, H., *Finn, H., & Ahearn, W. H. (2009). Establishing derived textual control in activity schedules with children diagnosed with autism. Journal of Applied Behavior Analysis, 42, 703-709.
Miguel, C. F. (2009). Editorial: The Verbal Behavior Approach. The Analysis of Verbal Behavior, 25, 1-3.
*Marcon-Dawson, A., *Vicars, S. M., & Miguel, C. F. (2009). Publication trends in The Analysis of Verbal Behavior: 1999-2008. The Analysis of Verbal Behavior, 25, 123-132.
McGee, H. M., Diener, L. H., & Miguel, C. F. (2009). An integrated approach for conducting a behavior systems analysis. Journal of Organizational Behavior Management, 29, 108-135.
Miguel, C. F., & Petursdottir, A. I. (2009). Naming and frames of coordination. In R. A. Rehfeldt, & Y. Barnes-Holmes (Eds.), Derived relational responding: Applications for learners with autism and other developmental disabilities (pp. 129-148). Oakland, CA: New Harbinger.
2008
Hubner, M. M., Austin, J. & Miguel, C. F. (2008). The effects of praising qualifying autoclitics on the frequency of reading. The Analysis of Verbal Behavior, 24, 55-62.
Miguel, C. F., Petursdottir, A. I., Carr, J. E., & Michael, J. (2008). The role of naming in stimulus categorization by preschool children. Journal of the Experimental Analysis of Behavior, 89, 383-405.
1997-2005
Miguel, C. F., Petursdottir, A. I, & Carr, J. E. (2005). The effects of multiple-tact and receptive-discrimination training on the acquisition of intraverbal behavior. The Analysis of Verbal Behavior, 21, 27-41.
Hubner, M. M., Miguel, C. F., & Michael, J. (2005). Controle múltiplo no comportamento verbal: Humor brasileiro e operantes relacionados. Revista Brasileira de Análise do Comportamento, 1, 9-20.
LeBlanc, L., Miguel, C. F., Cummings, A, Goldsmith, T., & Carr, J. E. (2003). The effects of three stimulus-equivalence conditions on emergent U.S. geography relations in children diagnosed with autism. Behavioral Interventions, 18, 279-289.
Santos, J. G. W., Franco, R. N. A., & Miguel, C. F. (2003). Seleção de pessoal: Considerações sobre a perspectiva behaviorista radical. Psicologia Reflexão e crítica, 16, 235-243.
Miguel, C. F., & Garbi, G. (2003). Assertividade no trabalho descrevendo e corrigindo o comportamento dos outros. Em M. Z. Brandão & F. C. Conte (Eds.), Falo ou não falo: Aprendendo a expressar sentimentos e comunicar idéias (pp. 125-136). Londrina, PR. Ed. Mecenas.
Miguel, C. F., Carr, J. E., & Michael, J. (2002). The effects of a stimulus-stimulus pairing procedure on the vocal behavior of children diagnosed with autism. The Analysis of Verbal Behavior, 18, 3-13.
Braga-Kenyon, P. Kenyon, S. E., & Miguel, C. F. (2002). Análise do comportamento applicada: Um modelo para a educação especial. Em W. Camargos (Ed.), Transtornos invasivos do desenvolvimento Terceiro milenio. (pp. 148-154. Brasilia, DF. CORDE.
Miguel, C. F., Braga-Kenyon, P., & Kenyon, S. E. (2002). Uma introdução ao sistema de comunicação através da troca de figuras (PECS). Em W. Camargos (Ed.), Transtornos invasivos do desenvolvimento Terceiro milenio. (pp. 177-183). Brasilia, DF. CORDE.
Miguel, C. F. (2000). O conceito de operação estabelecedora na análise do comportamento. Psicologia:Teoria e Pesquisa, 16, 259-268.
Miguel, C. F. (1997). Uma introdução ao gerenciamento comportamental de organizações. Em M. Delitti (Ed.), Sobre comportamento e cognição Vol. 2 (pp. 277-287). São Paulo, ESETec.
Miguel, C. F., Frampton, S. E., Shillingsburg, M. A., & Carr, J. E. (in press). The analysis of verbal behavior and its therapeutic applications. In G. J. Madden & F. D. DiGennaro Reed. APA Handbook of Behavior Analysis: Second Edition. Washington D. C.: American Psychological Association.
Frampton, S. F. & Miguel, C. F. (in press). Generative and emergent verbal behavior. In J. C. Vladescu & A. N. Kissamore (Eds.), Promoting language for learners with autism spectrum disorder: A guide for applied behavior analysis practitioners. Routledge/Taylor & Francis.
2025
*Zhirnova, T., Miguel, C. F., & *Cordeiro, M. C. (2025). The role of bidirectional naming in the emergence of analogical reasoning in children. Journal of the Experimental Analysis of Behavior
2024
LaFrance, D. L. & Miguel, C. F. (2024). Teaching language to children with autism spectrum disorder. In P. Sturmey. J. Tarbox, D. R. Dixon, & J. L. Matson (Eds.), Handbook of Early Intervention for Autism Spectrum Disorders: Research, Practice, and Policy. Second Edition. New York: Springer
*Dingus, C. S., Hanson, R. J., Miguel, C. F., *Stern, S., & Brand, D. (2024). Verbal mediation during auditory equivalence class formation using the go/no-go successive matching-to-sample. The Analysis of Verbal Behavior.
*Luoma, S. M., Miguel, C. F., LaFrance, D. L., *Lee, V. (2024). The role of intraverbal bidirectional naming in the establishment of comparative relations. Journal of the Experimental Analysis of Behavior, 122, 158-181
*Godinez, E. S., Brand, D., Miguel, C. F., & Penrod, B. (2024). A further investigation regarding the efficacy of and preference for positive and corrective feedback. Journal of Applied Behavior Analysis, 57, 1070-1081.
*Sordello, J. C., Hanson, R. J., Miguel, C. F., *Angulo, A., & *Dingus, C. S. (2024). Correspondence between vocal-verbal behavior and go/no-go responses during the successive matching-to-sample procedure. The Analysis of Verbal Behavior, 40, 76-87.
De Souza, A., & Miguel, C. F. (2024). Ensino de linguagem em crianças diagnosticadas com autismo. In A. C. Sella & D. M. Ribeiro (Eds.), Análise do comportamento aplicada ao transtorno do espectro autista. Segunda Edição. Curitiba, PR: Editora Appris. ISBN: 978-85-473-1929-8
2023
*O'Neil, A., *Sato, S. K., Miguel, C. F., Heinicke, M. R., & Vladescu, J. C. (2023). Successive and simultaneous stimulus presentation during tact training with children with autism. The Analysis of Verbal Behavior, 39, 206-225.
Frampton, S. F., Axe, J. B., & Miguel, C. F. (2023). The effects of note-taking as a visual mediation strategy on the formation of equivalence classes. Journal of the Experimental Analysis of Behavior, 119, 429-447.
*Falakfarsa, G., Brand, D., Bensemann, J. L., *Jones, L., Miguel, C. F., & Heinicke, M. R. (2023). A parametric analysis of procedural integrity errors following mastery of a computerized task. Journal of Applied Behavior Analysis, 56, 607-617.
*Silva, R. A., Debert, P., & Miguel, C. F. (2023). Testes de equivalência com tentativas intercaladas com reforçamento por meio do go/no-go com estímulos compostos em crianças com autismo. Brazilian Journal of Behavior Analysis, 19-1-12
Jennings, A. M., Vladescu, J. C., Miguel, C. F., Reeve, K. F., & Sidener, T. M. (2023). Translational evaluation of component skills for the establishment of multiply-controlled intraverbals. Journal of the Experimental Analysis of Behavior.
*Shawler, L.A., *Zhelezoglo, K. N., Miguel, C. F., & Brand, D. (2023). Procedural parameters in equivalence-based instruction with individuals diagnosed with autism: A call for systematic research. Journal of Applied Behavior Analysis, 56, 520-533.
2022
Cortez, M. D., *Mazzoca, R. H., *Donaris, D. F.,* Oliveira, R. P., & Miguel, C. F. (2022). Audience control over children's honest reports. The Analysis of Verbal Behavio, 38, 139-156..
*Hanson, R. J., *Sordello, J., *Engell, T. S., & Miguel, C.F. (2022). The use of the go/no-go successive matching-to-sample procedure with nonverbal stimuli to establish equivalence classes. The Analysis of Verbal Behavior, 38, 54-64.
*Chastain, A. N., *Luoma, S. M., *Love, S. E., & Miguel, C. F. (2022). The role of irrelevant, class-consistent, and class inconsistent intraverbal training on the establishment of equivalence classes. The Psychological Record, 72, 383-405.
*Shawler, L. A., Miguel, C. F., Cengher, M., *Zhelezoglo, K. N., & *Luoma, S. M. (2022). Establishing derived reinforcers via stimulus equivalence. Journal of the Experimental Analysis of Behavior, 177, 180-200
*Jennings, A. M., Vladescu, J. C., Miguel, C. F., Reeve, K. F., & Sidener, T. M. (2022). A systematic review of empirical intraverbal research: 2015–2020. Behavioral Interventions, 37, 79-104
2021
Cortez, M. D., *da Silva, L. F., Cengher, M., *Mazzoca, R. H., & Miguel, C. F. (2021). The effects of tact and listener instruction with a prompt-delay procedure on teaching a small vocabulary in a foreign language. Journal of Applied Behavior Analysis 55, 249-263..
Miguel, C. F. (2021). Jack and me. The Analysis of Verbal Behavior, 37, 266-271.
Miguel, C. F. & Petursdottir, A. I. (2021). In memoriam: Jack Michael (1926-2020). Journal of the Experimental Analysis of Behavior, 116, 124-127.
Petursdottir, A. I. & Miguel, C. F. (2021). Jack Michael: The teacher (1926-2020). Journal of Applied Behavior Analysis, 54, 844-848.
Tincani, M., Miguel, C., Bondy, A. & Crozier, S. (2021). Teaching verbal behavior (pp.270-284). In: W. W. Fisher, C. C. Piazza, & H. S. Roane (Eds.). Handbook of Applied Behavior Analysis 2nd Edition. NY: The Guilford Press.
*Hanson, R. J. & Miguel, C.F. (2021). The establishment of auditory equivalence classes with a go/no-go successive matching-to-sample procedure. Journal of the Experimental Analysis of Behavior, 116, 44-63.
*Howland, T. G., *Zhelezoglo, K. N., *Hanson, R. J., Miguel, C. F., & Lantaya, C.A. (2021). The establishment of visual equivalence classes with a go/no-go successive matching-to-sample procedure. The Psychological Record, 71, 157-166.
*Pyles, M. L., *Chastain, A. N., & Miguel, C. F. (2021). Teaching children with autism to mand for information using "Why?" as a function of denied access. The Analysis of Verbal Behavior, 37, 17-34
*Cordeiro, M. C., *Zhirnova, T., & Miguel, C. F. (2021). Establishing equivalence-equivalence analogical relations via tact and listener training. Journal of the Experimental Analysis of Behavior, 115, 340-360.
*Zhelezoglo, K. N., Hanson, R. J., Miguel, C. F., & Lionello-DeNolf, K. M. (2021). The establishment of auditory-visual equivalence classes with a go/no-go successive matching-to-sample procedure. Journal of the Experimental Analysis of Behavior, 115, 421-438
*Song, C. J., Vladescu, J. C., Reeve, K. F., Miguel, C. F., & *Breeman, S. L. (2021). The influence of correlations between noncritical features and reinforcement on stimulus generalization. Journal of Applied Behavior Analysis.
2020
*Langton, E. K, *Diaz, J. E., *Cordeiro, M. C., Miguel, C. F., & Heinicke, M. R. (2020). An evaluation of matrix training to teach college students piano notes and rhythms. Journal of Applied Behavior Analysis, 53, 1466-1484
Ribeiro, D. M. & Miguel, C. F. (2020). The use of multiple-tact training to produce emergent categorization in children with autism. Journal of Applied Behavior Analysis, 53, 1768-1779.
*Diaz, J. E., *Luoma, S. M., & Miguel, C. F. (2020). The role of verbal behavior in the establishment of comparative relations. Journal of the Experimental Analysis of Behavior, 113, 322-339.
Cengher, M. & Miguel, C. F. (2020). Motivation in Childhood. In S. Hupp & J. Jewell (Eds.), Encyclopedia of Child and Adolescent Development. Hoboken, NJ: Wiley.
*Hill, K. E., *Griffith, K. R., & Miguel, C.F. (2020). Using equivalence-based instruction to teach piano skills to children. Journal of Applied Behavior Analysis, 53, 188-208.
*Shawler, L. A., Dianda, M. & Miguel, C. F. (2020). A comparison of response interruption and redirection (RIRD) and competing Items on vocal stereotypy. Journal of Applied Behavior Analysis, 53, 355-365.
Michael, J., y Miguel, C. (2020). Operaciones motivadoras (C. Nogales González, J. Virues-Ortega, trad.). En J. O. Cooper, T.E. Heron & W.L. Heward. Análisis aplicado de conducta, tercera edición en español (J. Virues Ortega, ed.) (págs. 374-396. ABA España Publicaciones.
Michael, J. & Miguel, C. F. (2020). Motivating operations. In J. O. Cooper, T. E. Heron, & W. L. Heward, Applied behavior analysis. Third Edition (pp. 372-394). Hoboken, NJ: Pearson.
2019
Cortez, M. D., Miguel, C. F., & De Rose, J.C. (2019). O papel de diferentes audiências na acurácia do relato verbal de crianças. Acta Comportamentalia, 27, 389-405.
*Meyer, C. S., *Cordeiro, M. C., & Miguel, C. F. (2019). The effects of listener training on the development of analogical reasoning. Journal of the Experimental Analysis of Behavior, 112, 144-166.
Miguel, C. F. (2019). In defense of Jack Michael's motivation. Journal of the Experimental Analysis of Behavior, 112, 32-36.
*Silva, A. J. M., *Barboza, A. A., Miguel, C. F., Barros, R. S. (2019). Evaluating the efficacy of a parent-implemented autism intervention program in Northern Brazil. Trends in Psychology, 27 (2), 523-532.
*Da Hora, C. L., Debert, P., LaFrance, D. L., & Miguel, C. F. (2019). Inadvertent establishment of location control in matching-to-sample tasks in individuals with autism. Brazilian Journal of Behavior Analysis, 14, 15-23.
*Roncati, A. L., Souza, A. C., & Miguel, C. F. (2019). Exposure to a specific prompt topography predicts its effectiveness when teaching intraverbal behavior to children with autism. Journal of Applied Behavior Analysis.
Canovas, D. S., Debert, P., & Miguel, C. F. (2019). Simple discrimination training with differential responses to establish
functional and equivalence classes with preschool children. Journal of the Experimental Analysis of Behavior, 111, 59-74.
2018
De Souza, A., & Miguel, C. F. (2018). Ensino de linguagem em crianças diagnosticadas com autismo. In A. C. Sella & D. M. Ribeiro (Eds.), Análise do comportamento aplicada ao transtorno do espectro autista. Curitiba, PR: Editora Appris. ISBN: 978-85-473-1929-8
*Griffith, K. R., *Ramos, A. L., *Hill, K. E. & Miguel, C. F. (2018). Using equivalence-based instruction to teach piano skills to college students. Journal of Applied Behavior Analysis, 51, 207-219
*Lantaya, C., Miguel, C. F., *Howland, T., LaFrance, D., & *Page, S. (2018). An evaluation of a visual-visual successive matching-to-sample procedure to establish equivalence classes in adults. Journal of the Experimental Analysis of Behavior, 109, 533-550.
Miguel, C. F. (2018). Problem-solving, bidirectional naming, and the development of verbal repertoires. Behavior Analysis Research and Practice, 18, 340-353.
Ribeiro, D. M., *Cavalcante, R. S. T., *Bandeira, M. T. S., Sella, A. C., & Miguel, C. F. (2018). Efeitos do ensino do tato na emergência da categorização em crianças com autismo. Acta Comportamentalia, 26, 71-91.
2017
Cortez, M. D. Miguel, C. F., De Rose, J. C. (2017). Efeitos de diferentes tipos de treino de correspondência na manutenção de autorrelatos correspondentes de crianças. Acta Comportamentalia, 4, 511-527.
*Jennings, A. M. & Miguel, C. F. (2017). Teaching intraverbal bidirectional naming to establish generalized equivalence class performances. Journal of the Experimental Analysis of Behavior, 108, 269–289.
Miguel, C. F. (2017). The generalization of mands. The Analysis of Verbal Behavior, 33, 191-204.
Miguel, C. F. (2017). Bidirectional naming and verbal behavior: An important, yet challenging research agenda. Operants, 4, 32-34.
2016
*Clough, C., *Meyer, C. S., & Miguel, C. F. (2016). The effects of blocking and joint control training on sequencing visual stimuli. The Analysis of Verbal Behavior, 32, 242-264.
*Ma, M. L., Miguel, C. F., & *Jennings, A. M. (2016). Training intraverbal naming to establish equivalence class performances. Journal of the Experimental Analysis of Behavior, 105, 409-426
Miguel, C. F. (2016). Common and intraverbal bidirectional naming. The Analysis of Verbal Behavior, 32, 125-138.
2015
LaFrance, D. L., Miguel, C. F., Donahue, J., & *Fechter, T. (2015). A case study on the use of auditory integration training as treatment for stereotypy. Behavioral Interventions, 30, 386-293.
*Lee, G. P., Miguel, C. F., *Darcey, E. K, & *Jennings, A. M. (2015). A further evaluation of the effects of listener training on the emergence of speaker behavior and categorization in children with autism. Research in Autism Spectrum Disorders, 19, 72-81.
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, 96-118.
*Ribeiro, D. M., Miguel, C. F. & Goyos, A. C. (2015). The effects of listener training on the discriminative control by elements of compound stimuli in children with disabilities. Journal of the Experimental Analysis of Behavior, 104, 48-62.
*Shawler, L. A. & Miguel, C.F. (2015). The effects of motor and vocal response interruption and redirection on vocal stereotypy and appropriate vocalizations. Behavioral Interventions, 30, 112-134.
*Santos, P. M., *Ma. M. L., & Miguel, C. F. (2015). Training intraverbal naming to establish matching-to-sample performances. The Analysis of Verbal Behavior, 31, 162-182.
2014
*Cortez, M. D., de Rose, J. C., & Miguel. C. F. (2014). The role of correspondence training on children´s self-report accuracy across tasks. The Psychological Record, 64, 393-402.
*Kobari-Wright, V. V. & Miguel, C. F. (2014). The effects of listener training on the emergence of categorization and speaker behavior in children with autism. Journal of Applied Behavior Analysis, 47, 431-436.
LaFrance, D. L. & Miguel, C. F. (2014). Teaching language to children with autism spectrum disorder. In P. Sturmey. J. Tarbox, D. R. Dixon, & J. L. Matson (Eds.), Handbook of Early Intervention for Autism Spectrum Disorders: Research, Practice, and Policy. (pp.403-436). New York: Springer
*Vicars, S. M., Miguel, C. F., & Sobie, J. L. (2014). Assessing preference and reinforcement efficacy in dogs. Behavioural Processes, 103, 75-83.
2013
Miguel, C. F. & *Kobari-Wright, V. V. (2013). The effects of tact training on the emergence of categorization in children with autism. Journal of Applied Behavior Analysis, 46, 669-673.
*Sprinkle, E. C. & Miguel, C. F. (2013). Establishing derived textual activity schedules in children with autism. Behavioral Interventions, 28, 185-202.
Miguel, C. F. (2013). Jack Michael's motivation. The Analysis of Verbal Behavior, 29, 3-11.
Carr, J. E., & Miguel, C. F. (2013). The analysis of verbal behavior and its therapeutic applications. In G. J. Madden (Ed.), APA Handbook of Behavior Analysis. Volume 2. Washington D. C.: American Psychological Association.
Virues-Ortega, J., & Miguel, C. F. (2013). Analisis funcional de la conducta verbal. In R. G. Miltenberger, Modificacion de conducta: Principios y procedimientos (Extended 4th ed., J. Virues-Ortega & C. Nogales-Gonzalez, trans.). Madrid, Spain: Piramide.
2012
*Coon, J. T. & Miguel, C. F. (2012). The role of increased exposure to transfer of stimulus control procedures on the acquisition of intraverbal behavior. Journal of Applied Behavior Analysis, 45, 657-666.
*Dickman, S. E., Bright, C., Montgomery, D., & Miguel., C. F. (2012). The effects of response interruption and redirection (RIRD) and differential reinforcement on vocal stereotypy and appropriate vocalizations. Behavioral Interventions, 27, 185-192.
*Love, J., Miguel, C. F., *Fernand, J., & *LaBrie, J. (2012). The effects of matched stimulation and response interruption and redirection on vocal stereotypy. Journal of Applied Behavior Analysis, 45, 549-564.
*VanStelle, S. E., *Vicars, S. M, *Harr, V. H., Miguel, C. F., Austin, J., *Koerber, J., & *Kazbour, R. (2012). The publication history of the Journal of Organizational Behavior Management: An objective review and analysis 1998-2009. Journal of Organizational Behavior Management, 32, 93-123.
*Sprinkle, E. C., & Miguel, C. F. (2012). The effects of listener and speaker training on emergent relations in children with autism. The Analysis of Verbal Behavior, 28, 111-117.
*Finn, H., Miguel, C. F., & Ahearn, W. H. (2012). The emergence of untrained mands and tacts in children diagnosed with autism. Journal of Applied Behavior Analysis, 45, 265-280.
Carr, J. E., Miguel, C. F., & Sidener, T. M. (2012). A translational evaluation of the interpolated reinforcement procedure with young children. Behavior Interventions, 27, 45-55
2011
*Keintz, K. S., Miguel, C. F., *Kao, B., & *Finn, H. E. (2011). Using conditional discrimination training to produce emergent relations between coins and their values in children with autism. Journal of Applied Behavior Analysis, 44, 909-913.
Miguel, C. F. (2011). Editorial: Where should we go from here. The Analysis of Verbal Behavior, 27, 1-2.
*Mahoney, A. M., Miguel, C. F., Ahearn, W. H., & Bell, J. (2011). The role of common motor responses in stimulus categorization by preschool children. Journal of the Experimental Analysis of Behavior, 95, 237-262.
2010
*Ribeiro, D. M., Elias, N. C., Goyos, C., & Miguel, C. F. (2010). The effects of listener training on the emergence of tact and mand signs in individuals with intellectual disabilities. The Analysis of Verbal Behavior, 26, 65-72.
Miguel, C. F. (2010). Editorial. The Analysis of Verbal Behavior, 26, 1.
Groskreutz, N. C., Karsina, A. J., Miguel, C. F., & Groskreutz, M. P. (2010). Using conditional discrimination training with complex auditory-visual samples to produce emergent relations in children with autism. Journal of Applied Behavior Analysis, 43, 131-136.
2009
Miguel, C. F., Clark, K., *Tereshko, L., & Ahearn, W. H. (2009). The effects of response interruption and redirection and sertraline on vocal stereotypy. Journal of Applied Behavior Analysis, 42, 883-888.
Benvenuti, M. F. L., *de Souza, J. & Miguel, C. F. (2009). Avaliando a interação entre instruções e comportamento supersticioso em esquemas concorrentes. Interação em Psicologia, 13, 69-79.
Miguel, C. F., *Yang, H., *Finn, H., & Ahearn, W. H. (2009). Establishing derived textual control in activity schedules with children diagnosed with autism. Journal of Applied Behavior Analysis, 42, 703-709.
Miguel, C. F. (2009). Editorial: The Verbal Behavior Approach. The Analysis of Verbal Behavior, 25, 1-3.
*Marcon-Dawson, A., *Vicars, S. M., & Miguel, C. F. (2009). Publication trends in The Analysis of Verbal Behavior: 1999-2008. The Analysis of Verbal Behavior, 25, 123-132.
McGee, H. M., Diener, L. H., & Miguel, C. F. (2009). An integrated approach for conducting a behavior systems analysis. Journal of Organizational Behavior Management, 29, 108-135.
Miguel, C. F., & Petursdottir, A. I. (2009). Naming and frames of coordination. In R. A. Rehfeldt, & Y. Barnes-Holmes (Eds.), Derived relational responding: Applications for learners with autism and other developmental disabilities (pp. 129-148). Oakland, CA: New Harbinger.
2008
Hubner, M. M., Austin, J. & Miguel, C. F. (2008). The effects of praising qualifying autoclitics on the frequency of reading. The Analysis of Verbal Behavior, 24, 55-62.
Miguel, C. F., Petursdottir, A. I., Carr, J. E., & Michael, J. (2008). The role of naming in stimulus categorization by preschool children. Journal of the Experimental Analysis of Behavior, 89, 383-405.
1997-2005
Miguel, C. F., Petursdottir, A. I, & Carr, J. E. (2005). The effects of multiple-tact and receptive-discrimination training on the acquisition of intraverbal behavior. The Analysis of Verbal Behavior, 21, 27-41.
Hubner, M. M., Miguel, C. F., & Michael, J. (2005). Controle múltiplo no comportamento verbal: Humor brasileiro e operantes relacionados. Revista Brasileira de Análise do Comportamento, 1, 9-20.
LeBlanc, L., Miguel, C. F., Cummings, A, Goldsmith, T., & Carr, J. E. (2003). The effects of three stimulus-equivalence conditions on emergent U.S. geography relations in children diagnosed with autism. Behavioral Interventions, 18, 279-289.
Santos, J. G. W., Franco, R. N. A., & Miguel, C. F. (2003). Seleção de pessoal: Considerações sobre a perspectiva behaviorista radical. Psicologia Reflexão e crítica, 16, 235-243.
Miguel, C. F., & Garbi, G. (2003). Assertividade no trabalho descrevendo e corrigindo o comportamento dos outros. Em M. Z. Brandão & F. C. Conte (Eds.), Falo ou não falo: Aprendendo a expressar sentimentos e comunicar idéias (pp. 125-136). Londrina, PR. Ed. Mecenas.
Miguel, C. F., Carr, J. E., & Michael, J. (2002). The effects of a stimulus-stimulus pairing procedure on the vocal behavior of children diagnosed with autism. The Analysis of Verbal Behavior, 18, 3-13.
Braga-Kenyon, P. Kenyon, S. E., & Miguel, C. F. (2002). Análise do comportamento applicada: Um modelo para a educação especial. Em W. Camargos (Ed.), Transtornos invasivos do desenvolvimento Terceiro milenio. (pp. 148-154. Brasilia, DF. CORDE.
Miguel, C. F., Braga-Kenyon, P., & Kenyon, S. E. (2002). Uma introdução ao sistema de comunicação através da troca de figuras (PECS). Em W. Camargos (Ed.), Transtornos invasivos do desenvolvimento Terceiro milenio. (pp. 177-183). Brasilia, DF. CORDE.
Miguel, C. F. (2000). O conceito de operação estabelecedora na análise do comportamento. Psicologia:Teoria e Pesquisa, 16, 259-268.
Miguel, C. F. (1997). Uma introdução ao gerenciamento comportamental de organizações. Em M. Delitti (Ed.), Sobre comportamento e cognição Vol. 2 (pp. 277-287). São Paulo, ESETec.