© Copyright 2019

Contact Us

Lanter, A. & Singer-Dudek, J.  (in press). The effects of an observational conditioning-by-denial intervention on the establishment of three observational learning cusps.  European Journal of Behavior Analysis,

Singer-Dudek, J., Keohane, D. D., & Matthews, K.  (in press). Educational systems administration: The  Comprehensive Application of Behavior Analysis to Schooling (CABAS®) model.  In Applications of Behavior Analysis in Healthcare and Beyond.  Springer.

Greer, R. D., Pohl, P., Du, L., & Lee-Moschella (in press for 2019).  Bidirectional operants as behavioral metamorphosis, in Hayes, L. & Fryling, M. (Eds.), Applied Behavior Analysis in Language and Cognition.


Frank, M. R., Kim, J. Y., & Fienup, D. M. (2019). The effects of a decision-protocol informed toilet training intervention for preschoolers with disabilities. Advanced Online Publication. Journal of Developmental and Physical Disabilities. [link]


Verdun, V., Chiasson, B., & Fienup, D. M. (2019). At the intersection of observational learning and derived relations: Teaching fraction-decimal relations. Advanced Online Publication. Journal of Behavioral Education. Doi: 10.1007/s10864-019-09343-8 [link

Longano, J., Hranchuk, K., & Greer, R. D. (2019). Teaching preschool aged children the structure and function of writing. Behavior Development. 23(2), 106-117. http://dx.doi.org10.1037/bdb0000081

Neu, J. A. & Greer, R. D. (2019. Fifth graders learn math by observation faster when they observe peers receive corrections.European Journal of Behavior Analysis. https://doi.org/10.1080/15021149.2019.1620044


Cao, Y. & Greer, R. D. (2019). Mastery of echoics in Chinese establishes bidirectional naming in English. The Analysis of Verbal Behavior. https://doi.org/10.1007/s40616-018-0106-1


Pohl, P., Greer, R. D., Du, L., & Lee-Moschella, J.L. (2018). Verbal development, behavioral metamorphosis, and the evolution of language.  Perspectives on Behavior Science. https://doi.org/10.1007/s40614-018-00180-0


Critchfield, T. S., Greer, R. D., Johnson, K., Morrow, J. E., Nevin, J. A., & Perone, M. (2018). Role model pursuing expansive science of behavior: James G. Holland Perspectives in Behavioral Science, https://doi.org/10.1007/s40614-018-155-8


Hranchuk, K., Greer, R. D., & Longano, J. (2018). Instructional demonstrations are more efficient than consequences alone for children with naming, The Analysis of Verbal Behavior.  DOI: 10.1037/bdb0000081 

Greer. R. D., Pohl, P. Du, L., & Moschella, J. L. (2017). The separate development of children’s listener and speaker behavior and the intercept as behavioral metamorphosis. Journal of Behavioral and Brain Science, 7, 674-704. http://doi.org/104236/jbbs.2017.


Greer, R. D. (January-February 2016). History: Remembering Fred Keller. Operants. Cambridge, MA: B. F. Skinner Foundation. www. B. F. Skinner Foundation. 

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 

Eby, C. M. & Greer, R. D. (2017). Preschoolers’ initiation of “spontaneous” verbal interactions: Social reinforcement versus non-social generalized reinforcers. Behavioral Development Bulletin. 22(1), 23-43  http://dx.doi.org/10.1037/bdb0000043 

Schmelzkopf, J., Greer, R. D., Singer-Dudek, J., & Du, L. (2017).  Experiences that establish  preschoolers’ interest in speaking and listening to others.  Behavioral Development Bulletin, 22(1), 44-66.   http://dx.doi.org/10.1037/bdb0000026 

Singer-Dudek, J., Lee Park, H., Lo, C. & Lee, G. (2017).  Establishing the transformation of establishing operations across mands and tacts for preschoolers with developmental delays.  Behavioral Development Bulletin, 22(1), 230-248.  http://dx.doi.org/10.1037/bdb0000034   


Speckman, J., Longano, J. M., & Syed, N.  (2017) The effects of conditioning three-dimensional stimuli on identity matching and imitative responses in young children with autism spectrum disorder.  Behavioral Development Bulletin, 22(1), 111-128. http://dx.doi.org/10.1037/bdb0000025


Prior to 2016


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), 000-000. doi.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 Psicologia, 4(3), 1621-1641.

Cahill, C. S., & Greer, R. D. (2014). Actions vs. words: How we can learn both. Acta de Investigacion Psicologia, 4(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.


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.

Pistoljevic, N., Cahill, C.l & Casarini, F.  (2010).  Effects of speaker immersion on independent speaker behavior of preschool children with verbal delays. Journal of Speech-Language Pathology and ABA, 5(2), 191-206.

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


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.

 Reilly Lawson, T. & ; Walsh, D.  (2007),  The effects of observational training on the acquisition of reinforcement for listening

Journal of Early and Intensive Behavior Intervention, 4(2), 430-452.


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.

Ross, D. E., 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 Behavior Intervention, 3(1), 135-150.



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.

Ross, D. E. & Greer, R. D.  (2003).  Generalized imitation and the mand: Inducing first instances of speech in young children with autism.

Research in Developmental Disabilities, 24(1), 58-74.


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.