​Publications:

Greer, R. D., Chavez-Brown, M., Nirgudkar, A. S., Stolfi, L, Rivera-Vales, C. (2005). Acquisition of fluent listener responses and the educational advancement of young children with autism and severe language delays. European Journal of Behavior Analysis, 6 (1), 1-20. 

Nirgudkar, A. S. (2005). The Relative Effects of Naming and the Multiple Exemplar Establishing Operation Experience on the Acquisition of the 
Transformation of Establishing Operations Across Mands and Tacts. 
Columbia University: NY.


Albarran, E., Reeve, K., Nirgudkar, A. S., & Sidener, T. (2009).  Teaching Adolescents with Autism to Write and Self-Monitor Task Checklists. Unpublished Manuscript. Caldwell College, NJ.


​Pane, H. M., Sidener, T. M., Vladescu, J. C., & Nirgudkar, A. S. (2014).Social Stories™ with Children with Autism: Functional Analysis, Treatment Preference, and Maintenance. Paper submitted for publication. Caldwell College, NJ.


Pane, H. M., Sidener, T. M., Vladescu, J. C., & Nirgudkar, A. S. (2014).  Evaluating Function-Based Social Stories with Children with Autism. Behavior Modification, 39 (6), 912-931.


Research Papers Presented at Professional Conferences:
Johnson, C., Nirgudkar, A. S.; Deschenes, P., Mudway, P., & Keogh, K. (1999, May). Preference assessments: 
Selection versus duration as dependent measures. Paper presented at the Twenty-fifth Annual Convention of the Association for Behavior Analysis, Chicago, IL. 

Twyman, J. S., Sales, C. D., & Nirgudkar, A. S. (2001, May). 
Emerging speaker as own listener repertoires: The overt to covert role of echoics in delayed match to sample tasks. 
Paper presented at the Twenty-seventh Annual Convention of the Association for Behavior Analysis, New Orleans, LA. 

Hickson, L., Accenturi, N., Nirgudkar, A. S. Morgan, S., Liu, M., Wheeler, M., Nitka, J., Lapidus, S., Amany, I., & Singh, J. (2002, May).
Teacher perspectives on key factors in the education of children with and without disabilities. Paper  presented at the Twenty-third Annual International YAI Conference on Mental Retardation and Developmental  Disabilities, New York, NY.


O’Sullivan, D., Nirgudkar, A. S., Healy, O., O’Connor, J. & Hawkins, E. (2002, May). 
The most frequently used tactics for students with autism spectrum disorders in CABAS ® Schools in the USA, Ireland, and the UK. Paper presented at the 
Twenty-eighth Annual Convention of the Association for Behavior Analysis, Toronto, Ontario.


Rivera, C., Brown, M., Stolfi, L., Nirgudkar, A. S. & Greer, R. D. (2003, February). 
The effects of listener emersion on rate of acquisition of kindergarten repertoires.. Paper presented at the First Annual CABAS ® Conference, Bear Mountain, NY.


Greer R. D, Nirgudkar A, & Park H. (2003, May).

The effect of multiple exemplar instruction on the transformation of mand and tact functions. Paper Presented at the International Conference of the Association for Behavior Analysis, San Francisco, CA.


O’Sullivan, D., Hugh, A. & Nirgudkar, A. S., & Greer, R. D. (2003, May). 
The most frequently used tactics for students’ with autism spectrum disorders in CABAS ® Schools in the USA and UK. Paper presented at the 
Twenty-ninth Annual Convention of the Association for Behavior Analysis, San Francisco, CA.


Nirgudkar, A. S. & Greer, R. D. (2003, May). 
The effects of multiple exemplar instruction on the transfer of mands and tact functions. 
Paper presented at the Twenty-ninth Annual Convention of the Association for Behavior Analysis, San Fransico Ca.


Nirgudkar, A. S. & Greer, R. D. (2003, October). 
The effects of multiple exemplar instruction on the transformation of establishing operations across mands and tacts. 
Paper presented at the Sixteenth Congreso Mexicano de Análisis de la Conducta, Puerto Vallarta, Jalisco México.


Brown, M., Stolfi, L., Nirgudkar, A. S. & Greer, R. D. (2003, October). 
Rate of acquisition post listener emersion. Paper presented at the Sixteenth Congreso Mexicano de Análisis de la Conducta, Puerto Vallarta, Jalisco México. 

Nirgudkar, A. S., & Greer, R. D. (2003, November). 
The effects of multiple exemplar instruction on the transformation of establishing operations across verbal behavior repertoires. Research paper presented at the 
Thirteenth Annual Conference of the New York State Association for Behavior Analysis, Saratoga Springs, NY. 

Nirgudkar, A. S. & Greer, R. D. (2004, August). 
The effects of multiple exemplar naming instruction and multiple exemplar establishing operation instruction on the transformation of establishing operations 
across mands and tacts. Research paper presented at the Second Annual International Conference of the Association of Behavior Analysis. Campinas, Brazil.


Nirgudkar, A. S., Baker, K. & Wong, K. (2016, October). 
The effects of a peer-yoked contingency on observational learning.  Research paper presented at the Thirty-fourth Annual Conference of Autism New Jersey. Atlantic City, New Jersey.


Nirgudkar, A. S., & Baker, K. (2017, October). 

Making evidence-based decisions: Learning to use the Decision Tree Protocol.  Research paper presented at the Thirty-fifth Annual Conference of Autism New Jersey. Atlantic City, New Jersey.


Research Posters Presented at Professional Conferences: 

Nirgudkar, A. S., & Speckman, J. (2003, May). 
The effects of a peer-competitive contingency on food acceptance and consumption in young children with autism. Poster presented at the 
Twenty-ninth Annual Convention of the Association for Behavior Analysis, San Francisco, CA.





At Behavior Analysts of New Jersey, we are focused on using evidence-based strategies to heighten learning and occasion rapid rates of skill acquisition. Strategies and tactics are often researched and replicated at BANJ and our instructors are highly skilled in implementing the most current research in behavior analysis. We work in teams to first assess each child’s needs, communicate thoroughly with parents and relevant audiences, such as school and childcare staff, and develop an individualized program to target the areas that are identified as deficits for the child.  Once we establish the child’s areas of need, we determine where the child’s motivation lies. It is important for us to create an appetitive setting for each child, to set the occasion for increased availability for learning. We assess the child’s preferences and determine what is of high interest to him or her. All areas of the child’s developmental capabilities are comprehensively observed and measured. Data collection is ongoing. Progress is reported on each repertoire taught. Parental consent is obtained prior to any procedural change in a behavior plan and plan modifications are reviewed at clinic meetings. One of the most important pieces of each child’s program is that the instructors and parents work together to bridge the setting gap that is created when the child is behaving differently in various locations. 


We are excitedly one of the only teams in NJ to provide peer modeling, a focused social skills group that uses literature-based programming. These are the repertoires, especially social pragmatics, decision-making and self-management skills, that students need in school and in the community today.  Research on observational learning and the emergence of social repertoires in generalized settings is a study in its infancy at BANJ.

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