Baowaidan, L. (2016). The effects of an observational intervention on audience control by peers in preschool children with developmental and language delays (Publication No. 10105403) [Doctoral Dissertation, Columbia University Graduate School of Arts and Sciences]. ProQuest Dissertations and Theses: Global.

Blowers, A. P., Luczynski, K. C., & McKeown, C. A. (2021). Effects of differential observing responses on observational learning across multiple contingencies. Journal of Applied Behavior Analysis, 54(4), 1385–1404. https://doi.org/10.1002/jaba.844

Article  PubMed  Google Scholar 

Davies Lackey, A. J. (2005). Yoked peer contingencies and the acquisition of observational learning repertoires (Publication No. 3159730) [Doctoral Dissertation, Columbia University Graduate School of Arts and Sciences]. ProQuest Dissertations and Theses: Global.

Delgado, J. A. P., & Greer, R. D. (2009). The effects of peer monitoring training on the emergence of the capability to learn from observing instruction received by peers. The Psychological Record, 59(3), 407–434. https://doi.org/10.1007/BF03395672

Article  Google Scholar 

DeQuinzio, J. A., & Taylor, B. A. (2015). Teaching children with autism to discriminate the reinforced and nonreinforced responses of others: Implications for observational learning. Journal of Applied Behavior Analysis, 48(1), 38–51. https://doi.org/10.1002/jaba.192

Article  PubMed  Google Scholar 

DeQuinzio, J. A., Taylor, B. A., & Tomasi, B. J. (2018). Observational learning and children with autism: Discrimination training of known and unknown stimuli. Journal of Applied Behavior Analysis, 51(4), 802–818. https://doi.org/10.1002/jaba.481

Article  PubMed  Google Scholar 

Gautreaux, G. G. (2005). The effects of monitoring training on the acquisition of an observational learning repertoire under peer tutoring conditions, generalization and collateral effects (Publication No. 3174795) [Doctoral Dissertation, Columbia University Graduate School of Arts and Sciences]. ProQuest Dissertations and Theses: Global.

Gold, L. D. (2013). A functional analysis on the effects of an observational intervention using a peer-yoked contingency game board on the induction of observational performance, observational acquisition and naming (Publication No. 3561964) [Doctoral Dissertation, Columbia University Graduate School of Arts and Sciences], ProQuest Dissertations and Theses: Global.

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

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 & Psychological Therapy, 8(3), 363–386. https://www.redalyc.org/articulo.oa?id=56080310

Greer, R. D., & McCorkle, N. P. (2013). International Curriculum and Inventory of Repertoires for Children from Preschool through Kindergarten. Yonkers, NY: Fred S. Keller School and CABAS®.

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

Article  PubMed  PubMed Central  Google Scholar 

Greer, R. D., & Ross, D. E. (2008). Verbal behavior analysis: Inducing and expanding complex communication in children severe language delays. Allyn & Bacon.

Greer, R. D., & Singer-Dudek, J. (2008). The emergence of conditioned reinforcement from observation. Journal of the Experimental Analysis of Behavior, 89(1), 15–29. https://doi.org/10.1901/jeab.2008.89-15

Article  PubMed  Google Scholar 

Greer, R., Singer-Dudek, J., & Gautreaux, G. (2006). Observational learning. International Journal of Psychology, 41(6), 486–499. https://doi.org/10.1080/00207590500492435

Article  Google Scholar 

Greer, R. D., Singer-Dudek, J., & Chang, H. (2024). Observation, language and development: The verbal developmental theory. The Psychological Record, 1–14. https://doi.org/10.1007/s40732-024-00585-1

Greer, R. D., & Speckman, J. (2009). The integration of speaker and listener responses: A theory of verbal development. The Psychological Record, 59(3), 449–488. https://doi.org/10.1007/BF03395674

Article  Google Scholar 

Hart, B., & Risley, T. R. (2003). The early catastrophe: The 30 million word gap by age 3. American Educator, 27(1), 4–9. https://laulima.hawaii.edu/access/content/user/cawdery/ED_282/EARLY_CATASTROPHE_ED_297.pdf

Hawkins, E., Charnock, J., & Gautreaux, G. (2007). The Jigsaw CABAS® School: Protocols for increasing appropriate behaviour and evoking verbal capabilities. European Journal of Behavior Analysis, 8(2), 203–220. https://doi.org/10.1080/15021149.2007.11434283

Article  Google Scholar 

Kazdin, A. E., & Tuma, A. H. (1982). Single-case research designs: Methods for clinical and applied settings. Oxford University Press.

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 & Intensive Behavior Intervention, 5(1), 23–39. https://doi.org/10.1037/h0100408

Article  Google Scholar 

Keohane, D., Pereira-Delgado, J., & Greer, R. D. (2009). Observing responses: Foundations of higher order verbal operants. In R. Rehfeldt, Y. Barnes-Holmes, & S. Hayes (Eds.), Derived relational responding applications for learners with autism and other developmental disabilities: A progressive guide to change (pp. 41–62). Context Press.

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. R., & Walsh, D. (2007). The effects of observational training on the acquisition of reinforcement for listening. Journal of Early and Intensive Behavior Intervention, 4(2), 430–452. https://doi.org/10.1037/h0100383

Article  Google Scholar 

Moreno, J. D., Greer, R. D., & Dudek, J. (2024). The effects of the establishment of generalized imitation across multiple topographies on rate of learning and modality of responding in preschoolers. Education & Treatment of Children. https://doi.org/10.1007/s43494-024-00123-2

Neu, J. A., & Greer, R. D. (2019). Fifth graders learn math by observation faster when they observe peers receive corrections. European Journal of Behavior Analysis, 20(1), 126–145. https://doi.org/10.1080/15021149.2019.1620044

Article  Google Scholar 

Rosales-Ruiz, J., & Baer, D. M. (1996). A behavior-analytic view of development. In S. Bijou & E. Ribes (Eds.), New directions in behavior development (pp. 155–180). Context Press.

Google Scholar 

Rosales-Ruiz, J., & Baer, D. M. (1997). Behavioral cusps: A developmental and pragmatic concept for behavior analysis. Journal of Applied Behavior Analysis, 30(3), 533–544. https://doi.org/10.1901/jaba.1997.30-533

Article  PubMed  PubMed Central  Google Scholar 

Rothstein, M. B., & Gautreaux, G. G. (2007). The effects of a peer-yoked contingency on observational learning and the collateral emergence of naming. Journal of Early & Intensive Behavior Intervention, 4(2), 453–470. https://doi.org/10.1037/h0100384

Article  Google Scholar 

Singer-Dudek, J., Choi, J., & Lyons, L. (2013). The effects of an observational intervention on the emergence of two types of observational learning. European Journal of Behavior Analysis, 14(2), 329–347. https://doi.org/10.1080/15021149.2013.11434465

Article  Google Scholar 

Singer-Dudek, J., Greer, R. D., & Schmelzkopf, J. (2008). The effects of an observational intervention on the acquisition of reinforcing properties of a previously neutral stimulus. Journal of Early & Intensive Behavior Intervention, 5(1), 57–74. https://doi.org/10.1037/h0100410

Article  Google Scholar 

Singer-Dudek, J., & Oblak, M. (2013). Peer presence and the emergence of conditioned reinforcement from observation. Journal of Applied Behavior Analysis, 46(3), 592–602. https://doi.org/10.1002/jaba.72

Article  PubMed  Google Scholar 

Singer-Dudek, J., Oblak, M., & Greer, R. D. (2011). Establishing books as conditioned reinforcers for preschool children as a function of an observational intervention. Journal of Applied Behavior Analysis, 44(3), 421–434. https://doi.org/10.1002/jaba.72

Article  PubMed  PubMed Central  Google Scholar 

Singer-Dudek, J., Sterkin, V., & Linden, L. G. (2021). Audience control and the emission of stereotypy and social verbal exchanges in children with autism and developmental disabilities. Behavior Analysis in Practice, 14, 75–85. https://doi.org/10.1007/s40617-020-00485-0

Article  PubMed  Google Scholar 

Stolfi, L. (2005). The induction of observational learning repertoires in preschool children with developmental disabilities as a function of peer-yoked contingencies (Publication No. 3174899) [Doctoral Dissertation, Columbia University Graduate School of Arts and Sciences]. ProQuest Dissertations and Theses: Global.

Taylor, B. A., DeQuinzio, J. A., & Stine, J. (2012). Increasing observational learning of children with autism: A preliminary analysis. Journal of Applied Behavior Analysis, 45(4), 815–820. https://doi.org/10.1901/jaba.2012.45-815

Article  PubMed  PubMed Central  Google Scholar 

Zrinzo, M., & Greer, R. D. (2013). Establishment and maintenance of socially learned conditioned reinforcement in young children: Elimination of the role of adults and view of peers’ faces. The Psychological Record, 63(1), 43–62. https://doi.org/10.11133/j.tpr.2013.63.1.004.