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Sarah Frampton

  1. UNO
  2. College of Arts and Sciences
  3. Department of Psychology
  4. About Us
  5. Faculty Directory
  6. Sarah Frampton
Sarah Frampton, PhD

Sarah Frampton, PhD

  • Assistant Professor

email:
sframpton@unomaha.edu
office:
  • ASH 347H
area of focus:
  • Applied Behavior Analysis

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

Additional Information

Teaching Research Work Experience Education Publications and Presentations Grants, Awards and Honors

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