Buttigieg, S. F., & Greer, R. D. (2023). Establishment of preference for books in free play settings accelerates preschooler’s rates of learning to read first words. (Manuscript in preparation)

Catania, A. C. (2013). Learning (interim 5th ed.). Sloan.

Claessens, A., & Engel, M. (2013). How important is where you start? Early mathematics knowledge and later school success. Teachers College Record, 115(6), 1–29. https://doi.org/10.1177/016146811311500603

Article  Google Scholar 

Clements, D. H., & Sarama, J. (2014). Learning and teaching early math: The learning trajectories approach. Routledge.

Delgado, J. P., Greer, R. D., Speckman, J., & Goswami, A. (2009). Effects of conditioning reinforcement for print stimuli on match-to-sample responding in preschoolers. Journal of Speech & Language Pathology: Applied Behavior Analysis, 3(2), 60–77. https://doi.org/10.1037/h0100245

Article  Google Scholar 

Du, L., Broto, J., & Greer, R. D. (2015). The effects of establishment of conditioned reinforcement for observing responses for 3D stimuli on generalized visual match-to-sample in children with autism spectrum disorders. European Journal of Behavior Analysis, 16(1), 82–98. https://doi.org/10.1080/15021149.2015.1065655

Article  Google Scholar 

Engel, M., Claessens, A., & Finch, M. A. (2013). Teaching students what they already know? The (mis)alignment between mathematics instructional content and student knowledge in kindergarten. Educational Evaluation & Policy Analysis, 35(2), 157–178. https://doi.org/10.3102/0162373712461850

Article  Google Scholar 

Fisher, P. H., Dobbs-Oates, J., Doctoroff, G. L., & Arnold, D. H. (2012). Early math interest and the development of math skills. Journal of Educational Psychology, 104(3), 673–681. https://doi.org/10.1037/a0027756

Article  Google Scholar 

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

Article  Google Scholar 

Greer, R. D., & Han, H. S. A. (2015). Establishment of conditioned reinforcement for visual observing and the emergence of generalized visual-identity matching. Behavioral Development Bulletin, 20(2), 227. https://doi.org/10.1037/h0101316

Article  Google Scholar 

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. Analysis of Verbal Behavior, 27(1), 103–124. https://doi.org/10.1007/bf03393095

Article  PubMed  PubMed Central  Google Scholar 

Greer, R. D., & Ross, D. E. (2008). Verbal behavior analysis: Inducing and expanding complex communication in children with severe language delays. Allyn & Bacon.

Greer, R. D., & Singer-Dudek, J. (2008). The emergence of conditioned reinforcement from observation. Journal of the Experimental Analysis of Behavior, 89, 15–39. https://doi.org/10.1901/jeab.2008.89-15

Article  PubMed  Google Scholar 

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.

Google Scholar 

Greer, R., Singer-Dudek, J., & Gautreaux, G. (2006). Observational learning. International Journal of Psychology, 41(6), 486–499. https://doi.org/10.1080/00207590500492435

Article  Google Scholar 

Lee, J. (2016). The effects of a social condition on the establishment of direct and indirect condition reinforcement for writing [Unpublished doctoral dissertation]. Teachers College Columbia University.

Ma, X. (1997). Reciprocal relationships between attitude toward mathematics and achievement in mathematics. Journal of Educational Research, 90, 221–229. https://doi.org/10.1080/00220671.1997.10544576

Article  Google Scholar 

Maffei, J., Singer-Dudek, J., & Dolleen-Day, K. (2014). The effects of the establishment of adult faces and/or voices as conditioned reinforcers for children with ASD and related disorders. Acta de Investigación Psicológica, 4(3), 1621–1641. https://doi.org/10.1016/s2007-4719(14)70970-6

National Mathematics Advisory Panel. (2008). Foundations for success: The final report of the National Mathematics Advisory Panel. U.S. Department of Education.

Nuzzolo-Gomez, R., Leonard, M. A., Ortiz, E., 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(2), 80–87. https://doi.org/10.1177/109830070200400203

Article  Google Scholar 

O’Rourke, C. A. (2006). Conditioning math as a reinforcer for performance and learning as a function of observation [Unpublished doctoral dissertation]. Teachers College Columbia University.

Pavlov, I. P., & Anrep, G. V. (1927). Conditioned reflexes: An investigation of the physiological activity of the cerebral cortex. Oxford University Press.

Pinxten, M., Marsh, H. W., De Fraine, B., Van Den Noortgate, W., & Van Damme, J. (2014). Enjoying mathematics or feeling competent in mathematics? Reciprocal effects on mathematics achievement and perceived math effort expenditure. British Journal of Educational Psychology, 84(1), 152–174. https://doi.org/10.1111/bjep.12028

Article  PubMed  Google Scholar 

Renninger, A., Nieswandt, M., & Hidi, S. (2015). Interest in mathematics and science learning. American Educational Research Association.

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. https://doi.org/10.1901/jaba.2011.44-421

Article  PubMed  PubMed Central  Google Scholar 

Skinner, B. F. (1953). Science and human behavior. Macmillan.

Google Scholar 

Ten Braak, D., Lenes, R., Purpura, D. J., Schmitt, S. A., & Størksen, I. (2022). Why do early mathematics skills predict later mathematics and reading achievement? The role of executive function. Journal of Experimental Child Psychology, 214, 105306. https://doi.org/10.1016/j.jecp.2021.105306

Article  PubMed  Google Scholar 

Tsai, H. H., & Greer, R. D. (2006). Conditioned observation of books and accelerated acquisition of textual responding by preschool children. Journal of Early & Intensive Behavior Intervention, 3(1), 35. https://doi.org/10.1037/h0100322

Article  Google Scholar 

Weber, J., Greer, R. D., & Fienup, D. (2023). A CABAS® equivalence based functional math curriculum for the early grades [Manuscript in preparation]. Foundation for the Advanced of the Strategic Science of Teaching.

Williams, J. (2022). US ranking in math. Let’s Go Learn. Retrieved April 5, 2023, from https://www.letsgolearn.com/math-assessment/us-ranking-in-math/

Yoon, J. S., Greer, R. D., Virk, M., & Fienup, D. M. (2023). The establishment of incidental bidirectional naming through multiple exemplar instruction: A systematic replication. The Analysis of Verbal Behavior, 39, 86–98. https://doi.org/10.1007/s40616-023-00181-4