Roy-Wsiaki, G., Martin, G. L., Yu, D. C. T., Martin, T. L., Kaminski, L., Miljkovic, M., Rigby, S., Webster, K., & Figueroa, M. (2017). An analysis of training tasks, maladaptive behaviours, and rates of task acquisition based on archived data from an EIBI program. Journal on Developmental Disabilities, 23, 29–43.

Cox, A., Virues Ortega, J., Julio, F., & Martin, T. L. (2016). Establishing motion control in children with autism and intellectual disability: Applications for anatomical and functional MRI. Journal of Applied Behavior Analysis, 50(1), 8–26. https://doi.org/10.1002/jaba.351

de Oliveira, M. A., Jaksic, H., Lee, M., Wightman, J., Wang, C., Pedreira, K., Martin, T. L., Yu, C. T., Vause, T., Feldman, M., & Pear, J. J. (2016). The effects of student peer-review on the efficacy of computer-aided system of instruction to teach discrete trials teaching. Journal on Developmental Disabilities, 22(2), 80–90. http://oadd.org/wp-content/uploads/2016/12/41023-JoDD-22-2-v10f-80-90-de-Oliviera-et-al.pdf

Stoesz, B. M., Shooshtari, S., Montgomery, J., Martin, T. L., Heinrichs, D. J., & Douglas, J. (2016). Reduce, manage or cope: A review of strategies for training school staff to address challenging behaviours displayed by students with intellectual/developmental disabilities. Journal of Research in Special Educational Needs, 16(3), 199–214. https://doi.org/10.1111/1471-3802.12074

Stoesz, B., McCombe, L., Martin, T. L., & Yu, C. T. (2016). A knowledge brokering process for challenging behaviours in special education. Journal on Developmental Disabilities, 22(2), 47–63. http://oadd.org/wp-content/uploads/2016/12/41023-JoDD-22-2-v10f-47-63-Stoesz-et-al.pdf

Boris, A. L., Awadalla, N., Martin, T. L., Martin, G. L., Kaminski, L., & Miljkovic, M. (2015). An Evaluation of a Self-Instructional Manual for Teaching Individuals How to Administer the Revised ABLA Test. Education and Training in Autism and Developmental Disabilities, 50(4), 466–479.

Ramon, D., Yu, C. T., Martin, G. L., & Martin, T. L. (2015). Evaluation of a self-instructional manual to teach multiple-stimulus without replacement preference assessments. Journal of Behavioral Education, 24(3), 289–303. https://doi.org/10.1007/s10864-015-9222-3

Yu, C. T., Martin, T. L., Vause, T., & Martin, G. (2015). Kerr-Meyerson Assessment of Basic Learning Abilities-Revised: Recent findings and a conceptual analysis of ordering. International Journal of Behavior Analysis & Autism Spectrum Disorders, 1(1), 55–66. http://www.ijobasd.org/index.php/IJOBAS/article/view/20

Awadalla, N., Boris, A., Wightman, J., Miljkovic, M., Kaminski, L., Martin, T. L., Martin, G. L., & Yu, D. C. T. (2014). Evaluation of a tester evaluation form for the Assessment of Basic Learning Abilities – Revised. Journal on Developmental Disabilities, 20(1), 91–101.

Montgomery, J., Martin, T. L., Shooshtari, S., Stoesz, B. M., Heinrichs, D., North, S., Dodson, L., Senkow, Q., & Douglas, J. (2014). Interventions for challenging behaviours of children and youth with autism and developmental disorders in school settings: A synthesis paper. Exceptionality Education International, 23, 2–21. http://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=1018&context=eei

Salem, S., Martin, T. L., Martin, G. L., Yu, C. T., Dodson, L., & Wightman, J. (2014). Teaching auditory-auditory identity matching to persons with intellectual disabilities and children with autism: A pilot study. Journal on Developmental Disabilities, 20(3), 57–70. http://www.oadd.org/index.php?page=883

Shooshtari, S., Samadi, S. A., Zarei, K., Naghipur, S., Martin, T. L., & Lee, M. (2014). Facilitating and impeding factors for knowledge translation in intellectual and developmental disabilities: Results from a consultation workshop in Iran. Journal of Policy and Practice in Intellectual Disabilities, 11(3), 210–216. https://doi.org/10.1111/jppi.12084

Sloan, J. L., Martin, T. L., Martin, G. L., Yu, C. T., Kulsoom, S., & Murphy, C. (2014). The relative difficulty of ABLA Level 2 and two position discriminations for persons with intellectual disabilities: A pilot study. Journal on Developmental Disabilities, 20(1), 102–115.

Davies, G., Chand, C., Yu, C. T., Martin, T. L., & Martin, G. L. (2013). Evaluation of multiple-stimulus preference assessment with adults with developmental disabilities. Education and Training in Autism and Developmental Disabilities, 48(2), 269–275.

Temple, B., Martin, T., Dube, C., Novotny, L., & Fyfe, C. (2012). Injury reports by carers of people with ID displaying challenging behaviours in the community: A mixed-methods study. JOURNAL OF IN℡LECTUAL DISABILITY RESEARCH, 56, 780–780.

Virues-Ortega, J., Hurtado-Parrado, C., Martin, T. L., & Julio, F. (2012). Psycho-neural Identity as the Basis for Empirical Research and Theorization in Psychology: An Interview with Mario A. Bunge. Science & Education, 21(10), 1527–1534. https://doi.org/10.1007/s11191-011-9418-4

Hurtado-Parrado, C., Virués-Ortega, J., Martin, T. L., & Julio, F. (2011). Causes of behavioral processes: an interview with Mario A. Bunge. Universitas Psychologica, 10(3), 965–972.

MacPherson, L., Sousa, C., Thomson, K. M., Martin, T. L., Salem, S., Martin, G. L., & Yu, C. T. (2011). Does the Assessment of Basic Learning Abilities predict four-choice discrimination learning for persons with developmental disabilities? Journal on Developmental Disabilities, 17, 38–46. http://www.oadd.org/docs/41009_JoDD_17-1_60-67_McPherson_et_al.pdf

Martin, T. L., Shooshtari, S., Temple, B., & Yu, C. T. (2011). Knowledge translation in developmental disabilities: voices from the community. In J. Bacsu & F. M. Smith (Eds.), Innovations in knowledge translation: the SPHERU KT casebook (pp. 27–31). SPHERU. http://www.spheru.ca/publications/files/SPHERU%20KT%20Casebook%20June%202011.pdf

Lee, M., Yu, C. T., Martin, T. L., & Martin, G. L. (2010). On the relation between reinforcer efficacy and preference. Journal of Applied Behavior Analysis, 43(1), 95–100. https://doi.org/10.1901/jaba.2010.43-95

Malisza, K. L., Martin, T. L., Shiloff, D., & Yu, C. T. (2010). Reactions of young children to the MRI scanner environment. Magnetic Resonance in Medicine, 64(2), 377–381. https://doi.org/10.1002/mrm.22438

Martin, T. L., Shooshtari, S., Temple, B., & Yu, C. T. (2010). Facilitating and impeding factors for knowledge translation in developmental disabilities: outcomes of community-based workshops. Journal on Developmental Disabilities, 16(3), 41–47. http://www.oadd.org/docs/41008_JoDD_16-3_41-47_martin_et_al.pdf

Woods-Frolich, L., Martin, T. L., & Malisza, K. L. (2010). Training children to reduce motion and increase success of MRI scanning. Current Medical Imaging Reviews, 6(3), 165–170. https://doi.org/10.2174/157340510791636255

Hiebert, R., Martin, G. L., Yu, C. T., Thorsteinsson, J. R., & Martin, T. L. (2009). Predicting compliance of children with and without developmental delay. Canadian Journal of Behavioural Science, 41(1), 31–36. https://doi.org/10.1037/a0014448

Nguyen, D., Yu, C. T., Martin, T. L., Fregeau, P., Pogorzelec, C., & Martin, G. L. (2009). Teaching object-picture matching to improve concordance between objects and pictures preferences for individuals with developmental disabilities. Journal on Developmental Disabilities, 15(1), 53–64. http://www.oadd.org/docs/Nguyen_v15n1.pdf

Lee, M. S. H., Nguyen, D., Yu, C. T., Thorsteinsson, J. R., Martin, T. L., & Martin, G. L. (2008). Discrimination skills predict effective preference assessment methods for adults with developmental disabilities. Education and Training in Autism and Developmental Disabilities, 43(3), 388–396. http://daddcec.org/Portals/0/CEC/Autism_Disabilities/Research/Publications/Education_Training_Development_Disabilities/2008v43_Journals/ETDD_200809v43n3p388-396_Discrimination_Skills_Predict_Effective_Preference_Assessment.pdf

Martin, G. L., Thorsteinsson, J. R., Yu, C. T., Martin, T. L., & Vause, T. (2008). The Assessment of Basic Learning Abilities test for predicting learning of persons with intellectual disabilities: a review. Behavior Modification, 32(2), 228–247. https://doi.org/10.1177/0145445507309022

Doan, L. A., Martin, T. L., Yu, C. T., & Martin, G. L. (2007). Do ABLA test results predict performance on three-choice discriminations for persons with developmental disabilities? Journal on Developmental Disabilities, 13(3), 1–11. http://www.oadd.org/publications/journal/issues/vol13no3/doanEtAl.htm

Marshall, J., Martin, T. L., Malisza, K., & Downey, J. G. (2007). A comprehensive analysis of MRI research risks: in support of full disclosure. Canadian Journal of Neurological Sciences, 34(1), 11–17. http://www.ncbi.nlm.nih.gov/pubmed/17352342

Thomson, K. M., Czarnecki, D., Martin, T. L., Yu, C. T., & Martin, G. L. (2007). Predicting optimal preference assessment methods for individuals with developmental disabilities. Education and Training in Developmental Disabilities, 42(1), 107–114. http://www.daddcec.org/Portals/0/CEC/Autism_Disabilities/Research/Publications/Education_Training_Development_Disabilities/2007v42_Journals/ETDD_200703v42n1p107-114_Predicting_Optimal_Preference_Assessment_Methods_Individuals.pdf

Thorsteinsson, J. R., Martin, G. L., Yu, C. T., Spevack, S. M., Martin, T. L., & Lee, M. S. H. (2007). Predicting the learning ability of people with intellectual disabilities: The Assessment of Basic Learning Abilities test versus caregivers. American Journal on Mental Retardation, 112(2), 130–139. https://doi.org/10.1352/0895-8017(2007)112%255B130:PLAOPW%255D2.0.CO;2

Verbeke, A. K., Martin, G. L., Yu, C. T., & Martin, T. L. (2007). Does ABLA test performance predict receptive name recognition with persons with severe developmental disabilities? The Analysis of Verbal Behavior, 23, 35–39. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2774615/

Kinsner, W., Cheung, V., Cannons, K., Pear, J. J., & Martin, T. L. (2006). Signal classification through multifractal analysis and complex domain neural networks. IEEE Transactions on Systems, Man, and Cybernetics, Part C: Applications and Reviews, 36(2), 196–203. https://doi.org/10.1109/TSMCC.2006.871148

Martin, T. L., Yu, C. T., Martin, G. L., & Fazzio, D. (2006). On choice, preference, and preference for choice. Behavior Analyst Today, 7(2), 234–241.

Pear, J. J., & Martin, T. L. (2004). Making the most of PSI with computer technology. In D. J. Moran & R. Malott (Eds.), Empirically Supported Educational Methods (pp. 223–243). Elsevier Science/Academic Press.

Sakko, G., Martin, T. L., Vause, T., Martin, G. L., & Yu, C. T. (2004). Visual-visual nonidentity matching assessment: a worthwhile addition to the assessment of basic learning abilities test. American Journal on Mental Retardation, 109(1), 44–52. http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=pubmed&dopt=Abstract&list_uids=14651450

Spevack, S. M., Martin, T. L., Hiebert, R., Yu, C. T., & Martin, G. L. (2004). Effects of choice of work tasks on on-task, aberrant, happiness, and unhappiness behaviours of persons with developmental disabilities. Journal on Developmental Disabilities, 11(2), 79–97.

Conyers, C., Martin, T. L., Martin, G. L., & Yu, C. T. (2002). The 1983 AAMR Manual, the 1992 AAMR Manual, or the Developmental Disabilities Act: Which Do Researchers Use? Education and Training in Mental Retardation and Developmental Disabilities, 37(3), 310–316.

Martin, T. L., Martin, G. L., Spevack, S. M., Verbeke, A. K., & Yu, C. T. (2002). Does choice, independent of preference, improve behavior for persons with developmental disabilities? Developmental Disabilities Bulletin, 30(1), 1–16.

Martin, T. L., Pear, J. J., & Martin, G. L. (2002). Analysis of proctor marking accuracy in a computer-aided personalized system of instruction course. Journal of Applied Behavior Analysis, 35(3), 309–312. https://doi.org/10.1901/jaba.2002.35-309

Martin, T. L., Pear, J. J., & Martin, G. L. (2002). Feedback and its effectiveness in a computer-aided personalized system of instruction course. Journal of Applied Behavior Analysis, 35(4), 427–430. https://doi.org/10.1901/jaba.2002.35-427

Yu, C. T., Spevack, S., Hiebert, R., Martin, T. L., Goodman, R., Martin, T. G., Harapiak, S., & Martin, G. L. (2002). Happiness indices among persons with profound and severe disabilities during leisure and work activities: a comparison. Education and Training in Mental Retardation and Developmental Disabilities, 37(4), 421–426.