Ph.D. Applied Behavior Analysis. Columbia University. 2011
M.A. Applied Behavior Analysis. Columbia University. 2008
M.A. Sociology. Nanjing University. 2006
B.A. Special Education. East China Normal University. 2003
Greer, R. D., Pohl, P., Du, L., & Moschella, J. L. (2020). Identification and establishment of bidirectional verbal operants. In Fryling, M., Rehfeldt, R. A., J. Tarbox, & L. Hayes (Eds.) Applied Behavior Analysis of Language and Cognition (pp. 55-71). Context Press.
Pohl, P., Greer, R. D., Du, L., & Moschella, J. L. (2020). Verbal development, behavioral metamorphosis, and the evolution of language. Perspectives on Behavior Science, 43, 215-232. doi: 10.1007/s40614-018-00180-0
Greer, R. D., Speckman, J., Singer-Dudek, J., Weber, J., Cahill, C, Du, L. & Longano, J. (2020). Early Learner Curriculum and Achievement Record (ELCAR): A CABAS® Developmental Inventory (ELCAR). Yonkers, NY: CABAS® and the Fred S. Keller School.
Zhou, Z., Xin, T., & Du, L. (2019). Floating childhoods: Psychological and educational adaptations of migrant children in China. International Journal of School & Educational Psychology, 7(2), 72–82. doi:10.1080/216833603.2019.1570884
Clark, E., Zhou, Z., & Du, L. (2019). Autism in China: Progress and challenges in addressing the needs of children and families. International Journal of School & Educational Psychology, 7(2), 135–146. doi:10.1080/216833603.2019.1570885
Huang, W., Dan., L, & Du, L. (Eds.) (2018). Zhili canji ji qira fazhan xing zhangai ertong yuyan yu goutong de pinggu he xunlian [Assessment and intervention of language and communication for children with intellectual disabilities and other developmental disabilities]. Beijing, China: Beijing Publishing House.
Du, L. & Yu, C. (2017). Xingxing de haizi bu gudan: gei zibizheng ertong fumu de shu [Parent as teachers: A book for parents of children with autism spectrum disorders]. Shanghai, China: East China Normal University Publisher.
Schmelzkopf, J., Greer, R. D., Singer-Dudek, J., & Du, L. (2017). Two social learning conditions to establish social verbal behavior in preschoolers. Behavior Development Bulletin, 22, 44-66. http://dx.doi.org/10.1037/bdb0000026
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 Béhavioral and Brain Science, 7, 674-704. DOI: 10.4236/jbbs.2017.713045
Du, L., Speckman, J., Medina, M., & Cole-Hatchard, M. (2017). The effects of an auditory matching iPad app on three preschoolers’ advanced listener literacy and echoic responses. Behavior Analysis in Practice, 10(2), 118-130. doi:10.1007/s40617-017-0174-z
Du, L., Nuzzolo, R., & Alonso-Álvarez, B. (2016). Potential benefits of video training on fidelity of staff protocol implementation. Behavioral Development Bulletin, 1, 110-121. http://dx.doi.org/10.1037/bdb0000019
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, 82-98. DOI:10.1080/15021149.2015.1065655
Greer, R. D., & Du, L. (2015). Identification and establishment of reinforcers that make the development of complex social language possible. International Journal of Behavior Analysis and Autism Disorder, 1(1), 13-34.
Greer, R. D., & Du, L. (2015). Experience and the onset of the capability to learn names incidentally by exclusion. The Psychological Record, 65, 355-373. DOI: 10.1007/s40732-014-0111-2
Du, L., & Greer, R. D. (2014). Validation of adult generalized Imitation topographies and the emergence of generalized imitation in young children with autism as a function of mirror training. The Psychological Record, 64, 161-177. https://doi.org/10.1007/s40732-014-0050-y
Greer, R.D., Pistoljevic, N., Cahill, C, & Du, L. (2011). Conditioning voices as reinforcers for listener responses in preschoolers with Autism. The Analysis of Verbal Behavior, 27 (1), 103-124. https://doi.org/10.1007/BF03393095
Greer, R. D. & Du, L. (2010). Generic instruction versus intensive tact instruction and the emission of spontaneous speech. The Journal of Speech-Language Pathology and Applied Behavior Analysis, 5(1), 1-19. http://dx.doi.org/10.1037/h0100261