A Strategic Science of Teaching for a More Just Education System

Albers, A. E., & Greer, R. D. (1991). Is the three-term contingency trial a predictor of effective instruction? Journal of Behavioral Education, 1, 337–354. https://doi.org/10.1007/BF00947188

Article  Google Scholar 

Baldonado, L. A. (2021). Increased complexity in bidirectional naming stimulus control enhances reading in firstgraders [Doctoral dissertation, Columbia University]. Columbia Academic Commons. https://doi.org/10.7916/d8-2re6-r262

Brophy, J. (1986). Teacher influences on student achievement. American Psychologist, 41(10), 1069–1077. https://doi.org/10.1037/0003-066X.41.10.1069

Article  Google Scholar 

Buttigieg, S. F., & Greer, R. D. (2022). Establishment of preference for books in free-play settings accelerates preschoolers’ learning to read first words.

Byers, E. M. (2016). An analysis of the relation between preschool children’s attention to peers and the presence of the behavioral developmental cusp for learning by observation [Doctoral dissertation, Columbia University]. Columbia Academic Commons. https://doi.org/10.7916/D8ZP464D

Article  Google Scholar 

Catania, A. C. (2007). Learning, interim (4th ed.). Sloan Publishing.

Google Scholar 

Crosbie, C. M. (2018). A functional writing package and middle school special education students’ math algorithms [Doctoral dissertation, Columbia University]. Columbia Academic Commons. https://doi.org/10.7916/D8ZG888G

Article  Google Scholar 

Darcy, L. (2017). The identification and establishment of reinforcement for collaboration in elementary students [Doctoral dissertation, Columbia University]. Columbia Academic Commons. https://doi.org/10.7916/D8H4240G

Article  Google Scholar 

Edwards, T. L., & Poling, A. (2020). Motivating operations and negative reinforcement. Perspectives on Behavior Science, 43, 761–778. https://doi.org/10.1007/s40614-020-00266-8

Article  PubMed  PubMed Central  Google Scholar 

Engelmann, S., & Carnine, D. (1991). Theory of instruction: Principles and applications. ADI Press.

Google Scholar 

Friedman, L. F. (2020). Establishment of increased stimulus control for bidirectional naming increased stimulus control for other derived relations in 20-to 40-month-old toddlers [Doctoral dissertation, Columbia University]. Columbia Academic Commons. https://doi.org/10.7916/d8-4y9d-c108

Article  Google Scholar 

Garcia, K. I. (2022). The strength of incidental bidirectional naming stimulus control across two languages: Differences among monolingual and dual language learners [Doctoral dissertation, Columbia University]. Columbia Academic Commons. https://doi.org/10.7916/1f42-m91

Article  Google Scholar 

Gentilini, L. M., & Greer, R. D. (2020). Establishment of conditioned reinforcement for reading content and effects on reading achievement for early-elementary students. The Psychological Record, 70, 327–346. https://doi.org/10.1007/s40732-020-00382-6

Article  Google Scholar 

Gentilini, L. M., & Greer, R. D. (2021). The effect of the establishment of conditioned reinforcement for reading content on second-graders’ reading achievement. Behavior Analysis in Practice, 14, 141–160. https://doi.org/10.1007/s40617-020-00511-1

Article  PubMed  PubMed Central  Google Scholar 

Greenwood, C. R., Delquadri, J., & Hall, R. V. (1984). Opportunity to respond and student academic performance. In W. L. Heward, T. E. Heron, J. Trap-Porter, & D. S. Hill (Eds.), Focus on behavior analysis in education (pp. 55–88). Charles Merrill.

Google Scholar 

Goe, L., Bell, C., & Little, O. (2008). Approaches to evaluating teacher effectiveness: A research synthesis. National Comprehensive Center for Teacher Quality.

Google Scholar 

Greer, R. D. (1980). Design for music learning. Teachers College Press.

Google Scholar 

Greer, R. D. (1981). A review of psychological foundations of musical behavior. Journal of Research in Music Education, 29(1), 71–72. https://doi.org/10.2307/3344682

Article  Google Scholar 

Greer, R. D. (1983). Contingencies of the science and technology of teaching and pre-behavioristic research practices in education. Educational Researcher, 12(1), 3–9. https://doi.org/10.3102/0013189X012001003

Article  Google Scholar 

Greer, R. D. (1994). The measure of a teacher. In R. Gardner, D. M. Sainato, J. O. Cooper, T. E. Heron, W. L. Heward, J. W. Eshleman, & T. A. Grossi (Eds.), Behavior analysis in education: Focus on measurably superior instruction (pp. 161–171). Thomson Brooks/Cole Publishing Co.

Google Scholar 

Greer, R. D. (2002). Designing teaching strategies: An applied behavior analysis systems approach. Elsevier.

Google Scholar 

Greer, R. D. (2009). A science of education. In M. Mukhopadyay, K. Khanna, & S. Abraham (Eds.), Quality school education for all, educational technology and management academy. Government of India.

Google Scholar 

Greer, R. D. (2020). The selector in behavior selection. The Psychological Record, 70(4), 543–558. https://doi.org/10.1007/s40732-020-00385-3

Article  Google Scholar 

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 investigación psicológica, 1(1), 23–54. https://doi.org/10.22201/fpsi.20074719e.2011.1.214

Article  Google Scholar 

Greer, R. D., & Dorow, L. G. (1976). Specializing education behaviorally. Kendall/Hunt.

Google Scholar 

Greer, R. D., & Keohane, D. D. (2005). The evolution of verbal behavior in children. Behavioral Development Bulletin, 12(1), 31. https://doi.org/10.1037/h0100559

Article  Google Scholar 

Greer, R. D., & Keohane, D. (2007). CABAS®: The Comprehensive Application of Behavior Analysis to Schooling. In J. Handleman (Ed.), Preschool education programs for children with autism (3rd ed., pp. 249–354). Pro-Ed.

Google Scholar 

Greer, R. D., & McDonough, S. H. (1999). Is the learn unit a fundamental measure of pedagogy? The Behavior Analyst, 22, 5–16. https://doi.org/10.1007/BF03391973

Article  PubMed  PubMed Central  Google Scholar 

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(13), 674–704.

Article  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., & Speckman, J. (2009). The integration of speaker and listener responses: A theory of verbal development. The Psychological Record, 59, 449–488. https://doi.org/10.1007/BF03395674

Article  Google Scholar 

Greer, R. D., Yuan, L., & Gautreaux, G. (2004). Novel dictation and intraverbal responses as a function of multiple exemplar instructional history. The Analysis of Verbal Behavior, 21, 99–116. https://doi.org/10.1007/BF03393012

Article  Google Scholar 

Hall, R. V., & Hall, M. C. (1998). How to use time out. Pro-Ed.

Google Scholar 

Helou-Care, Y. J. (2008). The effects of the acquisition of naming on reading comprehension with academically delayed middle school students diagnosed with behavior disorders (Publication No 331759) [Doctoral dissertation, Columbia University]. Columbia University ProQuest Dissertations Publishing.

Helou, Y. J., Lai, J., & Sterkin, V. L. (2007). The effects of writer immersion and the responses of a peer reader on teaching the function of writing with middle school students. Journal of Early and Intensive Behavior Intervention, 4(2), 483. https://doi.org/10.1037/h0100386

Article  Google Scholar 

Hill-Powell, J. M. (2015). The effects of reading intervention to teach silent reading with comprehension on the speaker-as-own-listener Capability among third grade students and comparisons with fluent readers [Doctoral dissertation, Columbia University]. Columbia University Academic Commons. https://doi.org/10.7916/D8TD9WFM

Article  Google Scholar 

Hranchuk, K., Greer, R. D., & Longano, J. (2019). Instructional demonstrations are more efficient than consequences alone for children with naming. The Analysis of Verbal Behavior, 35(1), 1–20. https://doi.org/10.1007/s40616-018-0095-0

Article  PubMed  Google Scholar 

Ingham, P., & Greer, R. D. (1992). Changes in student and teacher responses in observed and generalized settings as a function of supervisor observations. Journal of Applied Behavior Analysis, 25(1), 153–164. https://doi.org/10.1901/jaba.1992.25-153

Article  PubMed  PubMed Central  Google Scholar 

Kazdin, A. E. (1977). The token economy: A review and evaluation. Plenum Press.

Book  Google Scholar 

Keller, F. S. (1968). Good-bye, teacher... Journal of Applied Behavior Analysis, 1(1), 79. https://doi.org/10.1901/jaba.1968.1-79

Article  PubMed  PubMed Central  Google Scholar 

Keohane, D. D., & Greer, R. D. (2005). Teachers’ use of a verbally governed algorithm and student learning. International Journal of Behavioral Consultation and Therapy, 1(3), 252. https://doi.org/10.1037/h0100749

Article  Google Scholar 

Kleinert-Ventresca, K., Greer, R. D., & Baldonado, L. (2023). More complex incidental bidirectional naming results from exposure Alone. Journal of the Experimental Analysis of Behavior, 119(3), 461–475. https://doi.org/10.1002/jeab.847

Article  Google Scholar 

Lanter, A., & Singer-Dudek, J. (2020). The effects of an observational conditioning-by-denial intervention on the establishment of three observational learning cusps. European Journal of Behavior Analysis, 21(2), 231–254. https://doi.org/10.1080/15021149.2020.1724001

Article  Google Scholar 

Lawson, T. L. R. (2008). Phonemic control as the source of derived relations between naming and reading and writing (Publishing No 3317602) [Doctoral dissertation, Columbia University]. Columbia University ProQuest Dissertations Publishing.

Lawson, T. R., & Greer, R. D. (2006). Teaching the function of writing to middle school students with academic delays. Journal of Early and Intensive Behavior Intervention, 3(1), 151. https://doi.org/10.1037/h0100328

Article  Google Scholar 

Lindsley, O. R. (1990). Precision teaching: By teachers for children. Teaching Exceptional Children, 22(3), 10–15. https://doi.org/10.1177/004005999002200302

Article  Google Scholar 

Comments (0)

No login
gif