Pérez-González, L. A., Alonso-Alvarez, B., & Williams, G (In press). A Blocked Trial Procedure for Teaching a Simple Discrimination. Overcoming Location Overselectivity. European Journal of Behavior Analysis.   


Pérez-González, L. A., Garcia-Asenjo, L., Williams, G., & Carnerero, J. J. (2007). Emergence of Intraverbal Antonyms in Children with Pervasive Developmental Disorder. Journal of Applied Behavior analysis, 40, 697-701.

Williams, G., Carnerero, J. J., & Pérez-González, L. A. (2006). Generalization of tacting actions in children with autism. Journal of Applied Behavior Analysis. 39, 233-237.


Williams, G., Pérez-González, L. A., Madeira, J. M., & Menéndez-Suárez, S. (2005). Cómo enseñar a niños con autismo a hacer preguntas funcionalmente relevantes: Una réplica sistemática. Psicothema, 17, pp. 597-600.


Pérez-González, L. A., & Williams, G. (2005). Programa integral para la enseñanza de habilidades a niños con autismo. Psicothema, 17, pp. 222-233.


 Williams, G,.  Pérez-González, L. A., &  Muller-Queiroz, A. B. (2005).  Using a combined blocking procedure to teach color discrimination to a child with autism. Journal of Applied Behavior Analysis, 38, 555-558.


González Menéndez, A. M., Williams, G. y Pérez-González, L. A. (2003). Guía de tratamientos psicológicos eficaces para el autismo. En M. Pérez Álvarez, J. R. Fernández Hermida, C. Fernández Rodríguez e I. Amigo Vázquez (Eds.), Guía de tratamientos psicológicos eficaces III: Infancia y adolescencia (pp. 17-56). Madrid: Pirámide.


Williams, G., Pérez-González, L. A., & Vogt, K. (2003).  The role of specific consequences in the maintenance of three types of questions. Journal of Applied Behavior Analysis, 36, 285-296.


Pérez-González, L. A., & Williams, G. (2002). A multi-component procedure to teach conditional discriminations tochildren with autism. American Journal on Mental Retardation, (107) 4, 293-301.


Williams, G., Donley, C. & Keller, J. (2001). Teaching children with autism to ask questions about hidden objects. Journal for Applied Behavior Analysis, 33, 627-630.


Donley, C. & Williams, G. (1997). Parents exhibit children's progress at a poster session. Teaching Exceptional Children, 4, Vol. 29.


Mattaini, M. A., McGowan, B. G., & Williams, G. (1997). Child Maltreatment. In M. A. Mattaini, & B. A.. Thyer (Eds.), Finding Solutions to Social Problems, Behavioral Strategies for Change, (pp. 223-266). American Psychological Association, Washington, DC.


Williams, G. & Greer, R. D. (1993). A comparison of verbal-behavior and linguistic-communication curricula for training developmentally delayed adolescents to acquire and maintain vocal speech. Behaviorology, 1, 31-46.


Greer, R. D., Williams, G., Dorow, L., McCorkle, N., & Russ, A. (1991). Peer mediated procedures to induce swallowing and food acceptance in young children. Journal of Applied Behavior Analysis, 24, 783-790.


Greer, R. D., McCorkle, N., & Williams, G. (1989). A sustained analysis of the behavior of schooling. Behavioral Residential Treatment, 4. 113-141.


Williams, G. & Dorow, L. (1983). Changes in complaints and other verbalizations of a chronically depressed geriatric patient as a function of interrupted music listening and verbal feedback. Journal for Music Therapy, Fall , 241-246.




Pérez-González, L. A., & Williams, G. Emergence of the Skills that Define Naming in Children with Autism. Paper submitted for publication on May 2015 at the Journal of Autism and Developmental Disorders.