Jessica Singer Dudek
MA: Teachers College, Columbia University
PhD: Columbia University Graduate School of Arts and Sciences
Verbal Behavior Analysis
Verbal Behavior Development
Curricular Assessment and Design
Single-Subject Research Designs
J., Singer-Dudek, J., & Keohane, D. D. (2014). The effects of the
adult faces and/or voices as conditioned reinforcers for children with
related disorders. Acta de Investigacion Psicologica (Psychological
Research Records), 4(3), 1621-1641.
J., Choi, J., & Lyons, L.
effects of an observational
intervention on the emergence
of two types of observational learning.
Journal of Behavior Analysis, 14, 329-247.
J. & Oblak, M. (2013). Peer
presence and the emergence of conditioned
from observation. Journal of Applied Behavior Analysis,
endurance and retention of assembly tasks by four adolescents with
developmental disabilities. Journal of Behavioral Education, 21, 1-17. doi:
Singer-Dudek, J., Oblak, M., & Greer, R. D. (2011). Establishing books as conditioned
Journal of Applied Behavior Analysis, 44, 421-434.
Luke, N., Greer, R. D., Singer-Dudek, J., & Keohane, D. D. (2011). The emergence of
frames in atypically and typically developing children as a function of
multiple exemplar instruction. The Analysis of Verbal Behavior, 27, 141-156.
J., Speckman, J., & Nuzzolo, R.
(2010). A comparative
analysis of the
of education at the Fred S. Keller School: A twenty-year review.
Behavior Analyst Today, 11(4), 253-264.
Singer-Dudek, J., Greer, R. D., & Schmelzkopf, J. (2008). The effects of an observational
neutral stimulus. Journal of Early and Intensive Behavioral Interventions, 4(1), 57-74.
Greer, R. D., Singer-Dudek, J., Longano, J., & Zrinzo, M. (2008). The emergence of
school age children. Revista Mexicana de Psicología, 25(1), 5-26.
Greer, R. D.
& Singer-Dudek, J. (2008). The emergence of conditioned reinforcement
from observation. Journal of the Experimental Analysis of Behavior, 89, 15-39.
Greer, R. D.,
Singer-Dudek, J., & Gautreaux, G. (2006). Observational learning.
International Journal of Psychology, 41(6), 486-499.
Ross, D. E.,
Singer-Dudek, J., & Greer, R. D. 2005). The Teacher Performance Rate and
Scale: Training as evaluation. Education and Training in Developmental
Disabilities, 40(4), 411-23.
Singer-Dudek, J. & Greer, R. D. (2005). Long-term analysis of the relationship between
fluency and the training and maintenance of complex math skills. The Psychological
Record, 55, 361-376.
HBSE 4015: Applied behavior analysis I
Basic applications for learners without reading or writing repertoires. Strategic applications of the science of behavior to instruction, management, curriculum-based assessment, isolation of locus of learning/behavior problems, and measurably effective instructional practices.
HBSE 4044: Curricular and pedagogical foundations for teaching pre-listening through early academic literacy
Pedagogical and curricular design repertoires for realizing state educational objectives for children from pre-listener to early reader skills (NYSED Standards, English Excellence in Education Standards, and CABAS Standards Preschool through Kindergarten). Permission required for non-majors.
HBSE 4045: Curricular and pedagogical operations for teaching the foundations of functional academic literacy
Pedagogical and curricular repertoires for realizing state educational objectives for children with early to advanced self-editing and self-management repertoires (grades 1 through 3). Materials fee: $10. Permission required for non-majors.
HBSE 5904: Problems in special education: Applied behavioral analysis and behavioral disorders
Qualified students work individually or in small groups under guidance on practical research problems. Proposed work must be outlined prior to registration; final written report required.
HBSE 6031: Single-case experimental design in education, medicine, and therapy
Permission required. Course covers inter-subject and intrasubject designs, repeated measurement, generality, relevant statistical techniques, direct and systematic replication, and selection of group or single case designs. Offered once every three years.
Centers and Projects
The Center for Opportunities and Outcomes for People with Disabilities confronts the challenges facing special education today through its commitment to the production of knowledge and professional expertise aimed at supporting the full inclusion of people with disabilities in society. The broad-based research, evaluation, and demonstration activities of the Center reflect an emphasis on empowering people with disabilities by increasing their capacity and opportunities for self-determination, reducing their vulnerability to victimization and abuse, and addressing the disability-related issues of culturally and ethnically diverse groups, including women and minorities. The Center encourages national and international partnerships aimed at strengthening the connection between research and policy.