Ming, S. (In press). Relational Frame Theory. In D.G. Friedman-Wheeler & A. Wenzel (eds.) The SAGE Encyclopedia of Mood and Anxiety Disorders. Sage Publications.

Ming, S., Stewart, I. & McElwee, J. (2024) Integrating Relational Frame Theory (RFT) and Verbal Behavior (VB) in Early Intervention. The Psychological Record.

Rehfeldt, R.A., Ming, S. and Belisle, J. (2020). Relational Framing. In S. Hupp and J. Jewell (Eds.), The Encyclopedia of Child and Adolescent Development. Wiley. doi:10.1002/9781119171492.wecad066

Stewart, I., McLoughlin, S., Mulhern, T., Ming, S., & Kirsten, A. (2020). Assessing and teaching complex relational operants: Analogy and hierarchy. In R. Rehfeldt, J. Tarbox, M. Fryling & L. Hayes (Eds.), Applied Behavior Analysis of Language and Cognition. New Harbinger.

Fiebig, J., Gould, E., Ming, S. & Watson, R. (2020) An Invitation to Act on the Value of Self-Care: Being a whole person in all that you do. Behavior Analysis in Practice.

Moran, D.J., & Ming, S. (2020) The Mindful Action Plan: Using the MAP to Apply Acceptance and Commitment Therapy to Productivity and Self-Compassion for Behavior Analysts. Behavior Analysis in Practice. doi: 10.1007/s40617-020-00441-y

Zagrabska, P., Mulhern, T., Ming, S., Stewart, I., & McElwee, J. (2020). Training Class Inclusion Responding in Individuals with Autism: Further investigation. Journal of Applied Behavior Analysis. doi: 10.1002/jaba.712

Ming, S. (2018). The future of verbal behavior: Collaboration and inclusivity. The Analysis of Verbal Behavior. 34, 4–11 (2018). doi: 10.1007/s40616-018-0105-2

Ming, S., Mulhern, T., Stewart, I., Moran, L., & Bynum, K. (2018). Testing and Training Class Inclusion in Typically Developing Young Children and Individuals with Autism. Journal of Applied Behavior Analysis. 51, 53-60. doi: 10.1002/jaba.429

Ming, S., & Stewart, I. (2017). When Things are Not the Same: A review of research into relations of difference. Journal of Applied Behavior Analysis. 50, 429-455. doi: 10.1002/jaba.367

Ming, S., Stewart, I., McElwee, J., & Bynum, K. (2015). Contextual Control Over Derived Relational Responding in a Teenager with Autism. Research in Autism Spectrum Disorders. 19, 7-17. doi:10.1016/j.rasd.2015.03.003

Moran, L., Walsh, L., Stewart, I., McElwee, J., & Ming, S. (2015). Correlating Derived Relational Responding with Linguistic and Cognitive Ability in Children with Autism Spectrum Disorders. Research in Autism Spectrum Disorders. 19, 32-43. doi:10.1016/j.rasd.2014.12.015

Ming, S., Moran, L. & Stewart, I. (2014). Derived relational responding: Applications and future directions for teaching individuals with autism spectrum disorders. European Journal of Behavior Analysis. 15(2), 199-224. doi:10.1080/15021149.2014.11434722

Moran, L., Stewart, I., McElwee, J., & Ming, S. (2014). Relational Ability and Language Performance in Children with Autism Spectrum Disorders & Typically Developing Children: A Further Test of the TARPA Protocol. The Psychological Record. 64(2), 233-251.doi:10.1007/s40732-014-0032-0

Stewart, I., McElwee, J., & Ming, S. (2013) Language Generativity, Response Generalization and Derived Relational Responding. The Analysis of Verbal Behavior. 29(1), 137-155

Stewart, I., McElwee, J., & Ming, S. (2010). A Critical Analysis of Conventional Descriptions of Levels Employed in the Assessment of Basic Learning Abilities (ABLA). The Behavior Analyst. 33(1), 127-132.

Moran, L., Stewart, I., McElwee, J., & Ming, S. (2010). Brief Report: The Training and Assessment of Relational Precursors and Abilities (TARPA): A preliminary analysis. Journal of Autism and Developmental Disorders. 40(9), 1149-53. doi:10.1007/s10803-010-0968-0

Ming, S. & Martin, G. (1996). Single Subject Evaluation of a Self-Talk Package for Improving Figure Skating Performance.The Sport Psychologist. 10, 227-238.