Adebayo, O. A., & Luke, N. (2022). From pre-service science teacher towards transformative intellectual: pre-service science teachers address food insecurity in South Africa. International Journal of Science Education, 44(10), 1700–1714. https://doi.org/10.1080/09500693.2022.2092912

Hugh-Pennie, A.K., Park, H.S.L., Luke, N., & Lee, G.T. (2017). Applied behavior analysis as a teaching technology. In Bryan, V.C., Musgrove, A.T., & Powers, J.R. (Eds.). Handbook of Research on Human Development in the Digital Age. IGI Global.

Keohane, D.D., Luke, N., & Greer, R.D. (2008). The things we care to see: the effects of rotated protocol immersion on the emergence of early observing responses. Journal of Early and Intensive Behavior Intervention, 5, 1, 23-29.

Lee, G. T., Kan, J., Luke, N., & Lin, K. X. (2023). A preliminary analysis of the effects of listener-speaker and speaker-listener sequences on learning Chinese as a foreign language. European Journal of Behavior Analysis, 1–16. https://doi.org/10.1080/15021149.2023.2255460

Lee, G.T., Luke, N., & Lee-Park, H. (2014). Using mand training to increase vocalization rates in infants. The Psychological Record, 64, 415-421.

Luke, N. (2003). Analysis of poetic literature using B.F. Skinner’s theoretical framework from Verbal Behavior. The Analysis of Verbal Behavior, 19,107-114.

Luke, N. (2022). The Finest Blend: Graduate Education in Canada ed. by Gale Parchoma, Michael Power, and Jennifer Lock (review). University of Toronto Quarterly, 91(3), 362–363.

Luke, N., Greer, R.D., Keohane, D.D., & Singer-Dudek, J. (2011). The emergence of autoclitic frames in atypically and typically developing children as a function of multiple exemplar instruction. The Analysis of Verbal Behavior, 27, 97-112.

Luke, N., & Singh, N. (2018). Teaching observational learning to children with autism: Pedagogical advancements for the scientist-practitioner. International Journal of Pedagogy and Teacher Education, 2 (2), p. 319-331.

Malkin, A., Dixon, M.R., Speelman, R.C., & Luke, N. (2016). Evaluating the relationships between the PEAK Relational Training System-Direct Training Module, Assessment of Basic Language and Learning Skills-Revised, and the Vineland Adaptive Behavior Scales-II. Journal of Developmental and Physical Disabilities, 29(2), 341-351.

Owusu, G., Opoku, M. P., Dogbe, J. A., Mprah, W. K., Nketsia, W., & Karikari, V. O. (2022). Criminal justice in Ghana as experienced by people with disabilities: An analysis of the availability, accessibility, acceptability, and quality of services. Journal of Human Rights, 1–17. https://doi.org/10.1080/14754835.2022.2037410

Xu, S., Wang, J., Lee, G.T., & Luke, N. (2016). Using self-monitoring with guided goal setting to increase academic engagement for a student with autism in an inclusive classroom in China. The Journal of Special Education, 51(2), 106-114.

Innes, A. (2020, October 14). Virtual reality provides new way to teach behaviour analysis. The Brock News. https://brocku.ca/brock-news/2020/10/virtual-reality-provides-new-way-to-teach-behaviour-analysis/

Majtenyi, C. (2020, October 8). Canada Games Research Spotlight: Nicole Luke. The Brock News. https://brocku.ca/brock-news/2020/10/canada-games-research-spotlight-nicole-luke/