Carr, D. (2003). Effects of exemplar training in exclusion responding on auditory-visual discrimination tasks with children with autism. Journal of Applied Behavior Analysis, 36, 507-524.
Carr, D., & Blackman, D. E. (2001). Relations among equivalence, naming, and conflicting baseline control. Journal of the Experimental Analysis of Behavior, 75, 55-76.
Carr, D., & Felce, D. (2000). Application of stimulus equivalence to language intervention for individuals with severe linguistic disabilities. Journal of Intellectual and Developmental Disability, 25, 181-205.
Carr, D., & Felce, J. (2007). The effects of PECS teaching to Phase III on the communicative interactions between children with autism and their teachers. Journal of Autism and Developmental Disorders, 37(4), 724-737.
Carr, D. & Felce, J. (2007). Brief report: Increase in production of spoken words in some children with autism after PECS teaching to Phase III: A comparative study. Journal of Autism and Developmental Disorders, 37(4), 780-787.
Carr, D. & Felce, J. (2008). Teaching picture-to-object relations in picture-based requesting by children with autism: a comparison between error prevention and error correction teaching procedures. Journal of Intellectual Disability Research, 52, 309-317.
Trudgeon, C. & Carr, D. (2007). The Impacts of Home-Based Early Behavioural Intervention Programmes on Families of Children with Autism. Journal of Applied Research in Intellectual Disabilities,20, 285-296.
Carr, D., Wilkinson, K. M., Blackman, D., & McIlvane, W. J. (2000). Equivalence classes in individuals with minimal verbal repertoires. Journal of the Experimental Analysis of Behavior, 74, 101-114.