Comprehensive Application of Behavior Analysis to Schooling in Italy: The Pilot Project

References

• Albers, A. & Greer, R.D. (1991). Is the three term contingency trial a predictor of effective instruction? Journal of Behavioral Education, 1, 337–354.
   Google Scholar
• Bahadourian, A. J (2000). The effects of learn units on the achievement of students in two university courses. (Doctoral Dissertation, Columbia University). Abstract from: UMI Proquest Digital Dissertations [on-line].
   Google Scholar
• Bahadourian, A.J & Greer, R.D. (2005). Cabas Parent Education: Increasing Child Compliance via Parental Emission of Unflawed Commands and Contingent Consequation During Play. Journal of Early and Intensive Behavior Intervention, 3, 213–222.
   Google Scholar
• Bahadourian, A.J., Tam, K.Y, Greer, R. D., & Rousseau, M. K. (2006). The effects of learn units on student performance in two college courses. International Journal of Behavioral and Consultation Therapy, 246–265.
   Google Scholar
• Brophy, J. & Good, T. (1986). Teacher Behavior and Student Achievement. In M.C. Wittrock (Ed.), Handbook on research on teaching, 328–375.
   Google Scholar
• Catania, A.C. (2007). Learning. Cornwall-on-Hudson, NY: Sloan Publishing.
   Google Scholar
• Cooper, J.O., Heron, T.E., Heward, W.L. (1987) Applied behavior Analysis, Prentice Hall edition, 270–274.
   Google Scholar
• Greenwood, C.R., Hart, B, Walker, D.I. & Risley, T. (1994). The opportunity to respond and academic performance revisited: A behavioral theory of developmental retardation and its prevention. In HI, 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, 213–224 .Pacific Groves, CA Brooks/Cole.
   Google Scholar
• Greenwood, C. R., Horton, B. T, & Utley, C. A. (2002). Academic engagement: Current perspectives in research and practice. School Psychology Review, 31(3), 328–349.
   Google Scholar
• Greer, R. D. & Ross, D. E. (2008). Verbal Behavior Analysis: Inducing and Expanding New Verbal Capabilities in Children with Language Delays. New York, NY:Allyn and Bacon.
   Google Scholar
• Greer, R. D. (1994). The measure of a teacher. In R. Gardner et al. (Eds.), Behavior analysis in education: Focus on measurably superior instruction (pp. 161–171).Pacific Groves, CA Brooks/Cole.
   Google Scholar
• Greer, R. D. (1996). The educational crisis. In M. S. Mattaini & B. A. Thyer (Eds.), Finding solutions to social problems: Behavioral strategies for change (pp. 113–146). Washington DC: America Psychological Association.
   Google Scholar
• Greer, R. D., Keohane, D. D., & Healy, O. (2002). Quality and applied behavior analysis. Behavior Analyst Today, 3 (2), 120–132. http://www.behavior-analyst-today.org
   Google Scholar
• Greer, R.D. & Keohane, D.D. (2005). The evolution of verbal behavior in children. Behavioral Development Bulletin, 1, 31–47.
   Google Scholar
• Greer, R.D. & Longano, J. (2010). A Rose by Naming. How we May Learn How to Do It. The Analysis of Verbal Behavior. In press.
   Google Scholar
• Greer, R.D. (1994). A systems analysis of the behaviors of schooling. Journal of Behavioral Education, 4, 255–264.
   Google Scholar
• Greer, R.D. (2001). CABAS® decision tree protocol for measurement of accuracy of instructional decisions (Revisions-Cork). Unpublished manuscript, Teachers College, Columbia University.
   Google Scholar
• Greer, R.D. (2002). Designing teaching strategies: An applied behavior analysis system approach. San Diego, CA: Academic Press, 78–79.
   Google Scholar
• 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, 363–386.
   Google Scholar
• Greer, R.D., & McCorkle, N.P. (2009). CABAS®International Curriculum and Inventory of Repertoires for Children from Pre-school through Kindergarten. (C-PIRK). Unpublished.
   Google Scholar
• Greer, R.D., & McDonough, S.H. (1999). Is the Learn Unit a Fundamental Measure of Pedagogy? The Behavior Analyst, 22, 5–16.
   Google Scholar
• Greer, R.D. & Polirstok, S. R.(1982). Collateral gains and short term maintenance in reading and on-task responses by inner city adolescents as a function of their use of social reinforcement while tutoring. Journal of Applied Behavior Analysis, 15, 123–139.
   Google Scholar
• Hall, R.V., Lund, D. & Jackson, D. (1968) Effects of Teacher Attention on study behavior. Journal of Applied Behavior Analysis, 1, 1–12.
   Google Scholar
• Halle, J. W., Marshall, A. M., & Spradlin, J. E. (1979). Time delay: A technique to increase language use and facilitate generalization in retarded children. Journal of Applied Behavior Analysis, 12(3), 431–439.
   Google Scholar
• Hart B. M., & Risely, T. R. (1995). Meaningful differences hi the everyday life of Americas children. Baltimore: Paul Brookes.
   Google Scholar
• Healy, O., O’Connor, J., Leader, G. & Kenny, N. (2008). Three Years of Intensive Applied Behavior Analysis: A Case Study. Journal of Early and Intense Behavior Intervention, 5, 1, 4–22.
   Google Scholar
• Heward, W.L. (1994). Three low tech strategies for increasing the frequency of active student response during group instruction. In Gardner et al. (Eds.) Behavior Analysis in Education: Focus on measurably superior instruction, 283–320.
   Google Scholar
• Hogin, S. E. (1996). Essential contingencies in correction procedures for increased learning in the context of the learn unit. (Doctoral dissertation, Columbia University, 1996). Abstract from UMI Proquest Digital Dissertations [on-line]. Dissertations Abstracts Item: AAT 9631721.
   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, 153–164.
   Google Scholar
• Keller, F. S. (1968). Good-bye teacher . . . Journal of Applied Behavior Analysis, 5, 79–89.
   Google Scholar
• Keohane, D. D. (1997). A functional relationship between teachers’ use of scientific rule governed strategies and student learning. (Doctoral dissertation, Columbia University, 1997). Abstract from UMI Proquest Digital Dissertations [online]. Dissertations Abstracts Item: AAT 9723806.
   Google Scholar
• Keohane, D. D., & Greer, R. D. (2005). Teachers’ use of a verbally governed algorithm and student learning. International Journal of Behavioral and Consultation Therapy, 1, 249–268. http://www. behavior_analyst_today. com
   Google Scholar
• 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 Behavioral Intervention, 5–1.
   Google Scholar
• Kulik, C.L.C & Kulik, J.A.K .(1991). Effectiveness of Computer-Based Instruction: an Updated Analysis. Computers in Human Behavior, 7, 75–94.
   Google Scholar
• Lamm, N. & Greer, R.D. (1991). A Systematic Replication and a Comparative Analysis of CABAS. Journal of Behavioral Education, 1–4, 427–444.
   Google Scholar
• Perini, S. & Casarini, F. (2009). Criteri di efficacia dei trattamenti ABA. Proposta di collaborazione tra operatori per implementare i programmi CABAS®. Autismo e Disturbi dello Sviluppo.7–2. Ed. Erickson, 97–109.
   Google Scholar
• Reed, P., Osborne, L.A., Corness, M. (2007) Brief Report: Relative Effectiveness of Different Home-based Behavioral Approaches to Early Teaching Intervention, Journal of Autism Developmental Disorders, (37) 1815–1821 Springer Science+Business Media doi: 10.1007/s10803-006-0306-8
   Google Scholar
• Reilly-Lawson, T. & Trapenberg, G. (2007). The Effects of Implementing a Classwide Peer Tutoring Model on Social Approvals and Disapprovals Emitted During Unstructured Free Time. Journal of Early and Intensive Behavioral Intervention, 4, 471–482.
   Google Scholar
• 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.
   Google Scholar
• Selinske, J., Greer, R.D. & Lodhi, S. (1991). A Functional Analysis of the Comprehensive Application of Behavior Analysis of Schooling. Journal of Applied Behavior Analysis, 24, 107–117.
   Google Scholar
• Skinner, B. F. (1968). A science and technology of teaching. New York: Appleton-Century-Crofts.
   Google Scholar
• Twyman, S.J. (1998). The Fred S. Keller School. Journal of Applied Behavior Analysis, 31, 695–701.
   Google Scholar
• Waddington, E. M, & Reed, P. (2009). The impact of using the “Preschool Inventory of Repertoires for Kindergarten (PIRK®) on school outcomes on children with Autism Spectrum Disorders/ Research in Autism Disorders, 3, 809–827.
   Google Scholar
• Wolery, M., Holcombe, A., Billings, S. S., & Vassilaros, M. A. (1993). Effects of simultaneous prompting and instructive feedback. Early Education and Development, 4, 20–31. doi: 10.1177/105381519802100206
   Google Scholar