Yvonne Barnes-Holmes
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| Edwards DJ, McEnteggart C, Barnes-Holmes Y. (2022) A Functional Contextual Account of Background Knowledge in Categorization: Implications for Artificial General Intelligence and Cognitive Accounts of General Knowledge. Frontiers in Psychology. 13: 745306 |
| Harte C, Barnes-Holmes D, Barnes-Holmes Y, et al. (2020) Exploring the impact of coherence (through the presence versus absence of feedback) and levels of derivation on persistent rule-following. Learning & Behavior |
| Harte C, Barnes-Holmes D, Barnes-Holmes Y, et al. (2020) The Study of Rule-Governed Behavior and Derived Stimulus Relations: Bridging the Gap. Perspectives On Behavior Science. 43: 361-385 |
| Harte C, Barnes-Holmes D, Barnes-Holmes Y, et al. (2020) Exploring the potential impact of relational coherence on persistent rule-following: The first study. Learning & Behavior. 48: 373-391 |
| Scanlon G, McEnteggart C, Barnes-Holmes Y. (2020) Attitudes to pupils with EBD: an implicit approach Emotional and Behavioural Difficulties. 25: 111-124 |
| Barnes-Holmes Y, Barnes-Holmes D, McEnteggart C, et al. (2020) Introduction to the Special Issue on Clinical Psychology and Behavioral Science: Processes, Principles, and Analytic Strategies The Psychological Record. 70: 541-542 |
| Pidgeon A, McEnteggart C, Harte C, et al. (2020) Four Self-Related IRAPs: Analyzing and Interpreting Effects in Light of the DAARRE Model Psychological Record. 1-13 |
| Barnes-Holmes D, Barnes-Holmes Y, McEnteggart C. (2020) Updating RFT (More Field than Frame) and its Implications for Process-based Therapy Psychological Record. 1-20 |
| Murphy C, Lyons K, Kelly M, et al. (2019) Using the Teacher IRAP (T-IRAP) interactive computerized programme to teach complex flexible relational responding with children with diagnosed autism spectrum disorder. Behavior Analysis in Practice. 12: 52-65 |
| Scanlon G, McEnteggart C, Barnes-Holmes Y. (2019) The academic and social profiles of pupils with attention deficit hyperactivity disorder and mild general learning disability in mainstream education in the Republic of Ireland Journal of Research in Special Educational Needs. 19: 344-352 |