2017

Du, L., Speckman, J., Medina, M. & Cole-Hatchard, M. (2017).  The Effects of an Auditory Matching iPad App on Three Preschoolers' Echoic and Listener Responses. Behavior Analysis in Practice, 10(2), 118-130.  doi: 10.1007/s40617-017-0174-z 

 

2015

Howarth, M., Dudek, J. & Greer, R. D. (2015). Establishing derived relations for stimulus equivalence in children with severe cognitive and language delays. European Journal of Behavior Analysis, 16(1), 49-81.  doi: 10.1080/15021149.2015.1065635 

Greer, R. D., & Du, L. (2015). Experience and the onset of the capability to learn the names of things by exclusion. The Psychological Record, 65(2), 355-373. doi 10.1007/s40732-014-0111-2. 

Greer, R. D., & Du, L. (2015). Identification and establishment of reinforcers that make the development of complex social language possible. International Journal of Behavior Analysis and Autism Disorder, 1(1), 13-34. 

Du, L., Broto, J. & Greer, R. D. (2015). The effects of the establishment of conditioned reinforcement for observing responses for 3D stimuli on generalized match-to-sample in children with autism spectrum disorders. European Journal of Behavior Analysis, 16(1), 82-98. doi.1080/15021149.2015.1065655 

Oblak, M., Greer, R. D., & Singer-Dudek, J. (2015).  Valuation alteration: Stimuli increase in value when preschoolers deliver them to peers. The Psychological Record, 65(4), 705-716. doi 10.1007/s40732-015-0140-5 

Choi, J., Greer, R. D., & Keohane, D. (2015). Effects of auditory matching on the intercept of speaker and listener repertoires. Behavioral Development Bulletin, 20(2), 000-000doi.org/10.1037/h010131 

2013/2014 

Lee Park, H., & Speckman, J.  (2014). Using a rapid echoic tact procedure to reduce vocal stereotypy and palilalia and increase tacts. Journal of Emotional & Behavioral Disorders, 30, 233-256. 

Maffei, J., Singer-Dudek, S., & Keohone, D. (2014). The effects of the establish of adult faces and/or voices as conditioned reinforcers for children with ASD and related disorders. Acta de Investigacion Psicologia4(3), 1621-1641.

Cahill, C. S., & Greer, R. D. (2014). Actions vs. words: How we can learn both. Acta de Investigacion Psicologia4(3), 1716-1745.

Longano, J. M. & Greer, R. D. (2014). Is the source of naming multiple conditioned reinforcers for observing responses? The Analysis of Verbal Behavior, 31 (1), 96-117. 

Broto, J. & Greer, R. D. (2014). The effects of functional writing contingencies on second graders’ writing and responding accurately to mathematical algorithms. The Behavioral Development Bulletin, 19(1), 7- 23.

Du, L. & Greer, R. D. (2014). Validation of adult generalized imitation topographies and the emergence of generalized imitation in young children with autism as a function of mirror training.  The Psychological Record. DOI 10. 107/s40732-0050-y

Singer-Dudek, J., Choi, J., & Lyons, L. (2013). The effects of an observational intervention on the emergence of two types of observational learning. European Journal of Behavior Analysis, 14, 329-347

Zrinzo, M. & Greer, R. D. (2013). Establishment and maintenance of socially learned conditioned reinforcement in young children: Elimination of the role of the adult. The Psychological Record, 63, 43-62.

Prior to 2013

Speckman-Collins, J. & Greer, R. D. (2012). Multiple exemplar instruction and the emergence of generative production of suffixes as autoclitic frames. The Analysis of Verbal Behavior, 28(1), 83-99

Gilic, L., & Greer, R. D. (2011). Establishing naming in typically developing two-year-old children as a function of multiple exemplar speaker and listener experiences. The Analysis of Verbal Behavior, 27(1), 157-177.

Singer-Dudek, J., Oblak, M., & Greer, R. D. (2011). Establishing books as conditioned reinforcers for preschool children as a function of an observational intervention. Journal of Applied Behavior Analysis, 44(3), 421-434.

Greer, R. D., Corwin, A., & Buttigieg, S. (2011). The effects of the verbal developmental capability of naming on how children can be taught. Acta de Investigacion Psicologia, 1(1), 23-54.

Greer, R. D., Pistoljevic, N., Cahill, C., & Du, L. (2011). Effects of conditioning voices as reinforcers for listener responses on rate of learning, awareness, and preferences for listening to stories in preschoolers with autism. The Analysis of Verbal Behavior, 27(1), 103-124.

Luke, N., Greer, R. D., Singer-Dudek, J., & Keohane, D. (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(1), 141-156.

Greer, R. D. & Du, L. (2010). Generic Instruction versus Intensive Tact Instruction and the Emission of Spontaneous Speech. The Journal of Speech-Language Pathology and Applied Behavior Analysis, 5(1), 1-19. ISN 1932-4731.

Greer, R. D., & Longano, J. (2010). A rose by naming: How we may learn to do it. The Analysis of Verbal Behavior, 26(1), 73-106.

Eby, C. M., Greer, R. D., Tullo, L. D., Baker, K. A., & Pauly, R. (2010). Effects of multiple exemplar instruction on the transformation of stimulus function across written and vocal spelling instruction responses by students with autism. The Journal of Speech-Language Pathology and Applied Behavior Analysis, 5(1), 20-31. ISN 1932-4731.

Greer, R. D. & Speckman, J. (2009). The integration of speaker and listener responses: A theory of verbal development, The Psychological Record. 59, 449-488.

Gilic, L. & Greer, R. D. (2009). Establishing Naming in typically developing two-year children as a function of multiple exemplar speaker and listener experiences. The Analysis of Verbal Behavior, 27(1), 157-177.

Pereira-Delgado, J. A., & Greer, R. D. (2009). The effects of peer monitoring training on the emergence of the capability to learn by observing instruction received by peers. The Psychological Record, 59. 407-434.

Pereira-Delgado, J. A., Greer, R. D., Speckman, J., & Goswami, A. (2009). Effects of conditioning reinforcement for print stimuli on match-to-sample responding in preschoolers. The Journal of Speech-Language Pathology and Applied Behavior Analysis, 3.2/3.3, 199-216.

Greer, R. D. (2008). The Ontogenetic Selection of Verbal Capabilities: Contributions of Skinner’s verbal behavior theory to a more comprehensive understanding of language, International Journal of Psychology and Psychological Therapy, 8(3), 363-386. A special issue commemorating the fiftieth anniversary of the publication of B. F. Skinner™ 1957 Verbal Behavior. (Edited by Carmen Luciano, Miguel Rodríguez Valverde, and Charles Catania)

Keohane, D., Luke, N., & Greer, R. D. (2008). The things we care to see: The effects of the rotated protocol immersion on the emergence of early observing responses. Journal of Early and Intensive Behavioral Interventions, 5.1, 23-39.

Greer, R. D. & Yuan, L. (2008). How kids learn to say the darnedest things; The effects of multiple exemplar instruction on novel verb usage. The Analysis of Verbal Behavior, 24, 103-121.

Greer, R. D., Singer-Dudek, J (2008). The emergence of conditioned reinforcement from observation. Journal of the Experimental Analysis of Behavior, 89. 15-39.

Park, H., Pereira, Delgado, J., Choi, J. & Greer, R.D. (2008). The Effects of playful physical contact as an establishing operation on correct academic responding of three preschool students. Journal of Early Intensive Behavioral Interventions, 5, 90-10

Greer, R. D., Singer-Dudek, J., Longano, J., & Zrinzo, M. (2008). The emergence of praise as conditioned reinforcement as a function of observation in preschool and school age children. Revista Psychologie Mexico. 25, 5-26.

Singer-Dudek, J. Greer, R. D., & Schmelzkopf, J. (2008). The effects of an observational intervention on the acquisition of reinforcing properties of a previously neutral stimulus. Journal of Early and Intensive Behavioral Interventions, 5.1, 57-74

Delgado, J. P. & Oblak, M. (2007). The Effects of daily tact instruction on the emission of pure mands and tacts in non-instructional settings by three preschool children with developmental delays. Journal of Early Intensive Behavioral Interventions, 4(2), 392-41.

Greer, R. D. (September 2007). Teaching as a Specialization in Applied Behavior: What we Have Learned in 26 Years of CABAS®. Newsletter of the Cambridge Center for Behavioral Studies.

Fiorile, C. A. & Greer, R. D. (2007). The Induction of Naming in Children with No Prior Tact Responses as a Function of Multiple Exemplar Histories of Instruction. The Analysis of Verbal Behavior, 23, 71-88.

Speckman-Collins, J., Park, H. S., & Greer, R. D. (2007). Generalized selection-based auditory matching and the emergence of the listener component of naming. Journal of Early and Intensive Behavior Intervention, 4 (2), 412-429.

Tsiouri, I., & Greer, R. D. (2007). The Role of Different Social Reinforcement Contingencies in Inducing Echoic Tacts through Motor Imitation Responding in Children with Severe Language Delays. Journal of Early and Intensive Behavioral interventions, 3 (4), 629-647.

Greer, R. D., Stolfi, L., & Pistoljevic, N. (2007). Emergence of Naming in preschoolers: A comparison of multiple and single exemplar instruction. European Journal of Behavior Analysis. 8, 119-131.

Ross, D., Nuzzolo, R., Stolfi, L., & Natarelli, S. (2006). Effects of Speaker Immersion on Independent Speaker Behavior of Preschool Children with Verbal Delays.Journal of Early and Intensive Behavioral Interventions, 3, 135-150.

Bahadourian , A. J., Tam, K. Y, Greer, R. D. & Rousseau, M. K. (2006). The effects of learn units on the student performance in two college courses. International Journal of Behavioral and Consultation Therapy. 2 (2), 246-265.

Greer, R. D., Singer-Dudek, J, & Gautreaux, G. (2006). Observational learning. International Journal of Psychology, 41 (6),486-489.

Longano, J. & Greer, R. D. (2006). The effects of a stimulus-stimulus pairing procedure on the acquisition of conditioned reinforcement for observing and manipulating stimuli by young children with autism. Journal of Early and Intensive Behavior Interventions, 3.1,135-150.

Pistoljevic, N. and Greer, R. D. (2006). The Effects of Daily Intensive Tact Instruction on Preschool Students Emission of Pure Tacts and Mands in Non-Instructional Setting. Journal of Early and Intensive Behavioral Interventions, 103-120.

Tsai, H. & Greer, R. D. (2006). Conditioned preference for books and faster acquisition of textual responses by preschool children. Journal of Early and Intensive Behavioral Interventions.3.1, 35-60.

Reilly-Lawson, T. and Greer, R. D. (2006). Teaching the Function of Writing to Middle School Students with Academic Delays. Journal of Early and Intensive Behavioral Interventions, 151-169.

Schauffler, G. and Greer, R. D. (2006). The Effects of Intensive Tact Instruction on Audience-Accurate Tacts and Conversational Units and Conversational Units. Journal of Early and Intensive Behavioral Interventions, 120-132.

Greer, R. D. (2006). Summary and Commentary on D. and S. Premacks Original Intelligence. The Analysis of Verbal Behavior, 22, 111-118.

Greer, R. D., Chavez-Brown, M.. Nirgudkar, A. S., Stolfi, L., & Rivera-Valdes, C. (2005). Acquisition of fluent listener responses and the educational advancement of young children with autism and severe language delays. European Journal of Behavior Analysis, 6 (2), 88-126.

Karmali, I., Greer, R. D., Nuzzolo-Gomez, R., Ross, D. E., & Rivera-Valdes, C. (2005). Reducing Palilalia by Presenting Tact Corrections to Young Children with Autism. The Analysis of Verbal Behavior, 21, 145-154.

Keohane, D, & Greer, R. D. (2005). Teachers use of verbally governed algorithm and student learning. Journal of Behavioral and Consultation Therapy, 1 (3), 249-259.

Greer, R. D., Stolfi, L., Chavez-Brown, M., & Rivera-Valdez, C. (2005). The emergence of the listener to speaker component of naming in children as a function of multiple exemplar instruction. The Analysis of Verbal Behavior, 21, 123-134.

Singer-Dudek, J. & Greer, R.D. (2005). A long-term analysis of the relationship between fluency and the training and maintenance of complex math skills. The Psychological Record, 55, 361-376.

Ross, D. E., Singer-Dudek, J. & Greer, R. D. (2005). The teacher performance rate accuracy scale (TPRA): Training as evaluation. Education and Training in Developmental Disabilities, 40 (4), 411-423.

Greer, R. D., Yuan, L. & Gautreaux, G. (2005). Novel dictation and intraverbal responses as a function of a multiple exemplar history. The Analysis of Verbal Behavior, 21, 99-116.

Greer, R. D. & Keohane, D. D. (2005). The evolution of verbal behavior in young children. Behavioral Development Bulletin, 1, 31-48. Reprinted in 2006 in theSpeech-Language Pathology and Applied Behavior Analysis, 1 (2), 111-141.

Greer, R. D., & Ross, D. E. (2004). Verbal Behavior Analysis: A Program of Research in the Induction and Expansion of Complex Verbal Behavior. Journal of Early Intensive Behavioral Intervention. 1 (2). 141-165.

Nuzzolo-Gomez, R., & Greer, R. D. (2004). Emergence of untaught mands or tacts with novel adjective-object pairs as a function of instructional history. The Analysis of Verbal Behavior, 24, 30-47.

Greer, R. D., Keohane, D., Healey, O. (2002). Quality and comprehensive applications of behavior analysis to schooling.The Behavior Analyst Today, 3 (2), 120-132.

Nuzzolo-Gomez, R. , Leonard, M., Rivera, C. M. ,& Greer, R. D. (2002). Teaching children with Autism to prefer books or toys over stereotypy or passivity. Journal of Positive Behavior Interventions, 4, 80-87. 

Greer, R. D., & Hogin-McDonough, S. (1999). Is the learn unit the fundamental unit of pedagogy? The Behavior Analyst, 20, 5-16.

Greer, R. D. (1998). Comprehensive Application of Behavior Analysis to Schooling (CABAS). In Howard Sloane (Ed.), What works in education? Cambridge, MA: Cambridge Center for Behavioral Studies. (Reprinted in Behavior and Social Issues, 1998).

Axelrod, S., & Greer, R. D. (1994). Cooperative learning revisted. Journal of Behavioral Education, 4, 41-48.

Greer, R. D. (1994). A systems analysis of the behaviors of schooling. Journal of Behavioral Education, 4, 255-264. (This article is also being translated into Spanish for a chapter in a forthcoming book on scientific psychology to be published in Spain.)

Donley, C. R., & Greer, R. D. (1993). Setting events controlling social verbal exchanges between students with developmental delays. Journal of Behavioral Education, 3(4), 387-401.

Greer, R. D. (1992). L'Enfant terrible meets the educational crisis. Journal of Applied Behavior Analysis, 25, 65-69.

Barrett, B., Beck, R. Binder, C., Cook, D. A., Engelmann, S, Greer, R. D., Kryklund, S. J., Johnson, K. R., Maloney, M., McCorkle, N., Vargas, J. S., & Watkins, C. L. (1991). The right to effective education. The Behavior Analyst, 14, 79-82.

Greer, R. D.(1991). Teaching practice to save America's schools: The legacy of B. F. Skinner. Journal of Behavioral Education, 1, 159-164.

Greer, R. D. (1991). The teacher as strategic scientist: A solution to our educational crisis? Behavior and Social Issues, 1, 25-41.

Greer, R. D. (January, 1983). Contingencies of the science and technology of teaching and prebehavioristic research practices in education. Educational Researcher, 12, pp. 3-9.

Greer, R. D. (January, 1983). Straightening the nail: A rejoinder. Educational Researcher, pp. 13-14.

Greer, R. D. (1982). Countercontrols for the american educational research association. The Behavior Analyst, 5, 65-76.

Greer, R. D. (1981). A review of Psychological foundations of musical behavior. Journal of Research in Music Education, 29(1) , 71-72.