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<p>p.24
<p>"5. FADE IN NUMBER OF DEMANDS"
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<p>Pace GM, Ivanic MT, Jefferson G, J (1994).
<p><a href="http://www.pubmedcentral.nih.gov/picrender.fcgi?artid=1297806&blobtype=pdf">Stimulus fading as treatment for obscenity in a brain injured adult</a>.
<p>J Appl Behav Anal. 27:301-305.
<p> </p>
<p>Pace, G.M., Iwata,B.A., Cowdery, G.E., Andree,P.J., and <a class="WikiLink" id="p-65ce06731d6a748518171a6dc1052df5db687b60" href="/McIntyre">McIntyre</a>, T. (1993).
<p><a href="http://www.pubmedcentral.nih.gov/picrender.fcgi?artid=1297739&blobtype=pdf">Stimulus (instructional) fading during extinction of self-injurious escape behavior</a>.
<p>J Appl Behav Anal. 26(2): 205-212.
<p> </p>
<p>Piazza, C.C., Moes, D.R. and Fisher, W.W. (1996).
<p><a href="http://www.pubmedcentral.nih.gov/picrender.fcgi?artid=1284011&blobtype=pdf">Differential reinforcement of alternative behavior and demand fading in the treatment of escape-maintained destructive behavior</a>.
<p>J Appl Behav Anal. 29(4): 569-572
<p> </p>
<p>Weld , E. M., & Evans, 1. M. (1990)
<p>Effects of part versus whole instructional strategies on skill acquisition and excess behavior.;
<p>Am J Ment Retard. 94(4):377-86
<p> </p>
<p>Zarcone, J.R., Iwata, B.A., Hughes, C.E., and Vollmer, T.R. (1993).
<p><a href="http://www.pubmedcentral.nih.gov/picrender.fcgi?artid=1297727&blobtype=pdf">Momentum versus extinction effects in the treatment of self-injurious escape behavior.</a>
<p>J Appl Behav Anal. 26(1): 135-136.
<p> </p>
<p>Zarcone, J. R., Iwata, B. A., Smith, R. G., Mazaleski,J. L., & Lerman, D. C. (1994).
<p><a href="http://www.pubmedcentral.nih.gov/picrender.fcgi?artid=1297807&blobtype=pdf">Reemergence and extinction of self-injurious escape behavior during stimulus (instructional) fading</a>;
<p>J Appl Behav Anal. 27, 307-316
<p> </p>
<p>Zarcone,J.R., Iwata, B.A., Vollmer, T.R., Jagtiani ,S., Smith, R.G. and Mazaleski, J.L. (1993).
<p><a href="http://www.pubmedcentral.nih.gov/picrender.fcgi?artid=1297758&blobtype=pdf">Extinction of self-injurious escape behavior with and without instructional fading</a>.
<p>J Appl Behav Anal. 26(3): 353-360.
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