2011 TC Research
Teachers College, Columbia University
Teachers College Columbia University

Research

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R. Douglas Greer

Professional Background

Educational Background

B.M.E., M.M.E., Florida State University; Ph.D., University of Michigan

Scholarly Interests

Selected Publications

Books (Current) Greer, R. D. (2002). Designing teaching strategies: An applied behavior analysis systems approach. New York: Academic Press. Gary Phye (Series Editor), Educational Psychology Series: Critical Reviews of Research Knowledge, Theories, Principles, and Practices. (Selected to be available online as well as in print by Elsevier Press). In Press Greer, R. D., & Ross, D. E., (in press). Verbal behavior analysis: Developing and expanding complex communication in children severe language delays. Boston: Allyn & Bacon. In Progress Greer, R. D., Ross, D., Singer-Dudek, J. Keohane, D., Nuzzolo, & Chavez-Brown, M. (In Progress). Teaching as Applied Behavior Analysis: A Student-Centered Science of Instruction, Motivation, and Management (Tentative Title 12/26/04). Under Contract for Publication by Allyn & Bacon, Scheduled for Publication in 2007/8 Experimental Research Articles Published 2006 (as of February 2006) 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. available online at http://www.behavior-analyst-online.org 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. Retrieved February 22 from http://www.behavior-analyst-online.org 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. Available http://www.behavior-analyst-online.org 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. Available online at http://www.behavior-analyst-online.org 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. Available online at http://www.behavior-analyst-online.org Experimental Research Published in 2005 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. 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), xxxxx-xxx. 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. Bahadorian, A. J. & Greer, R. D. (2005). CABAS parent education: Increasing child compliance via parental emission of unflawed commands and contingent consequations during child play. Journal of Early and Intensive Behavioral Interventions, 2, 213-221. Karmali, I., Greer, R. D., Nuzzolo-Gomez, R., Ross, D. E., & Rivera-Valdes, C. 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. Available online at

honors and awards

Award for the International Dissemination of Behavior Analysis by the Association for Behavior Analysis International, May 2005; Awarded The Fred S. Keller Distinguished Contributions to Education by the American Psychological Association (Awarded August 2000 at the Annual APA Convention in Washington DC); Distinguished Visiting Professor Schools of Psychology The Universities of Almeria and Grenada (Spain) Spring 2005; Award for Contributions to the Fred S. Keller School (hereafter to be called the R. Douglas Greer Award) April 2005; Selected to be Keynote Speaker for the Annual Meeting of the Brazilian Association of Psychology and Behavior Therapy (August 2005); Selected to be the Keynote Speaker for the Annual Meeting of the European Association for Behavior Analysis (September 2005); Selected to be the Keynote Speaker for the Annual Meeting of the Korean Association for Behavior Analysis (November 2005); Elected USA Representative to the European Association for Behavior Analysis Executive Council, Keynote Speaker, Keynote Speaker Israel Association for Behavior Analysis (January 2005) Keynote Speaker at Annual Meeting of Behavior Analysis in Ireland 2002; Adoption of the CABAS" Schooling System by seven schools in this country, Ireland (1999-), England (1997 and 1999 Jigsaw CABAS School) and Italy (OASI, 1989-91); Leaders in Education; Dictionary of International Biography; Who's Who in America; Who's Who in Science and Engineering; Who's Who in Education; Manchester Who's Who; Marquis Who's Who; Distinguished Visiting Professor: Ohio State University (1996), Guest Lecture the University of Bangor in Wales (1998), Oslo Norway College (December 2005), Visiting Professor at the Universities of Oviedo, Salamanca, and Cadiz in Spain (1998, 2000) and the Universities of Almeria and Grenada in Spring of 2005; Keynote Speaker the Spanish National Conference on Behavioral Disorders and Education (1998); Keynote Speaker Ohio State University Conference on Behavior Analysis and Education (1995); One of Four Keynote Speakers in the Week-Long Conference on the Science of Behavior and Education in honor of B. F. Skinner's 80th Birthday (Banff, Canada; 1984); Distinguished Dissertation: Horace Rackham School of Graduate Studies of the University of Michigan (1969),

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 4016: Applied behavior analysis II

Prerequisite: HBSE 4015. Advanced applications to learners with writing, reading, and self-editing repertoires. Teaching operations and curricula designed to teach academic literacy, self-management, and problem solving. Data-based applications required. Special fee: $15.

HBSE 4017: Applied behavior analysis III: School-wide systems applications

Applications of behavior analysis to the schooling system that incorporates educating and working with families, providing classroom and school leadership, coordinating support personnel efforts across the school and home, and the development of learner independence through advanced scientifically based pedagogy and functional curriculum design, including computer-based instruction.

HBSE 5040: Behavior analysis: Advanced seminar

Permission required. Prerequisites: HBSE 4015 and HBSE 4043. Advanced issues in applied behavior analysis and behaviorism as they relate to special education. Topics and projects involving parent and teacher training, research methodology, legislation, behavioristic theories.

HBSE 5312: Advanced practica in special education: Research

Guided experiences in selected special education programs for advanced students. Weekly seminar meetings. Supervised group field visits. Preservice internships arranged. Students submit reports analyzing experiences.

HBSE 5314: Advanced practica in special education: Behavior analysis and instruction

Guided experiences in selected special education programs for advanced students. Weekly seminar meetings. Supervised group field visits. Preservice internships arranged. Students submit reports analyzing experiences.

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 5914: Problems in special education: Behavior analysis

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 5915: Problems in special education: Supervision and administration of special education and human resource agencies through organizational behavior analysis

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 6008: Behaviorism and the science of behavior

Permission required (for Ph.D. students in Applied Behavior Analysis and Behavior Disorders). A survey comparing and contrasting the various behaviorisms including: methodological behaviorism, paradigmatic behaviorism, interbehaviorism, social behaviorism, radical behaviorism, behavior selection, and the relationship of these to pragmatism, natural selection, positivism, and their historical roots of behavior selection and natural selection in the Scottish enlightenment.

HBSE 6015: The verbal behavior model: Individual educational programming

Prerequisites: HBSE 4015 and HBSE 4043. Students will master Skinners model of communicative behavior, the associated literature, and major theoretical papers. Research and data-based schooling applications of the model will be made to pedagogy and curriculum.

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.

HBSE 6404: Advanced internships in special education: Behavioral disorders

Permission required. Post-masters level. Intensive in-service internship at agency chosen to meet individual students needs. Students submit reports analyzing experiences.

HBSE 6504: Advanced seminars in special education: Applied behavior analysis and behavioral disorders

For doctoral students in special education and related fields. Recent developments in theory and research as related to the specialization from psychological, educational, sociological, and/or medical sources.

HBSE 8904: Dissertation advisement in special education: Behavioral disorders

Advisement on doctoral dissertations. Fee to equal 3 points at current tuition rate for each term. For requirements, see catalog on continuous registration for Ed.D./Ph.D. degrees.

Centers and Projects

Center for Opportunities & Outcomes for People with Disabilities
Website: http://www.tc.columbia.edu/centers/oopd

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.

Director: Linda Hickson
Contact Information:
Box 223
(212) 678-3076
lh76@columbia.edu
www.tc.edu/oopd



Saturday Enrichment Program Online Announcement

A Saturday enrichment program is designed for children with autism spectrum disorders (ASDs) and their parents. This program offered by Teachers College, Columbia University and Chinese Christian Herald Crusades Autism Ministry aims to (a) improve communication skills, social skills, and adaptive behavior in Chinese-American children with ASDs, and (b) decrease
parental stress, increase parental confidence, and increase quality of life in Chinese-American parents of children with ASDs.

This program is composed of a child group and a parent group. These two groups will be held concurrently and each group session is 120-minutes in length. Children with ASDs will learn together with children with typical development in the child group. They will play games, sing songs, read stories, work on academic skills (reading, writing, math), practice communication and social skills, and creating mi work together. Parents of children with ASDs will learn topics relating to characteristics of children with ASDs, evidence-based intervention strategies, and educating a child with ASDs based on their interests. Parents of children with ASDs will have the opportunity to share their own stories about parenting a child with ASDs and to build relationships with other parents.

Chinese-American children with or without autism aged 6-11 years, speaking English or multilingual in English, Mandarin, 01' Cantonese are encouraged to apply for this FREE Saturday enrichment program. SEATS ARE LIMITED! We look forward to working with you.

Contact Information: Dr. Hsu-Min Chiang chinatownproject.asd@gmail.com; Phoeb Ho
Phoebe@cchc.org (212) 334-2033 ext. 20

Location: Chinese Christian Herald Crusades, 48 Allen Street, New York, NY 10002


R. Douglas Greer appeared in the following articles:

Writing the Book on Language (12/12/2007)

Student Profiles: Yasmin Helou (7/22/2007)

The Unorthodox Behaviorist (4/6/2007)