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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 19 of 19 1 The Effect of the Establishment of Conditioned Reinforcement for Reading Content on Second-Graders’ Reading Achievement Gentilini, Lara M.; Greer, R. Douglas In: Behav Anal Pract (2021) BASE Show details 2 Mastery of Echoics in Chinese Establishes Bidirectional Naming in Chinese for Preschoolers with Naming in English [<Journal>] Cao, Yu [Verfasser]; Greer, R. Douglas [Verfasser] DNB Subject Category Language Show details 3 Mastery of Echoics in Chinese Establishes Bidirectional Naming in Chinese for Preschoolers with Naming in English Cao, Yu; Greer, R. Douglas. - : Springer International Publishing, 2019 BASE Show details 4 Multiple exemplar instruction and the emergence of generative production of suffixes as autoclitic frames Keller, Fred S.; Greer, R. Douglas; Speckman, JeanneMarie... In: The analysis of verbal behavior. - Concord, Calif. : Association 28 (2012), 83-99 BLLDB OLC Linguistik Show details 5 Multiple Exemplar Instruction and the Emergence of Generative Production of Suffixes as Autoclitic Frames Speckman, JeanneMarie; Greer, R. Douglas; Rivera-Valdes, Celestina. - : The Society for the Experimental Analysis of Behavior, Inc, 2012 BASE Show details 6 Establishing naming in typically developing two-year-old children as a function of multiple exemplar speaker and listener experiences Gilic, Lina; Greer, R. Douglas In: The analysis of verbal behavior. - Concord, Calif. : Association 27 (2011), 157-177 BLLDB OLC Linguistik Show details 7 Effects of conditioning voices as reinforcers for listener responses on rate of learning, awareness, and preferences for listening to stories in preschoolers with autism Pistoljevic, Nirvana; Cahill, Claire; Du, Lin... In: The analysis of verbal behavior. - Concord, Calif. : Association 27 (2011), 103-124 BLLDB OLC Linguistik Show details 8 The emergence of autoclitic frames in atypically and typically developing children as a function of multiple exemplar instruction Greer, R. Douglas; Singer-Dudek, Jessica; Keohane, Dolleen-Day... In: The analysis of verbal behavior. - Concord, Calif. : Association 27 (2011), 141-156 BLLDB OLC Linguistik Show details 9 Effects of Conditioning Voices as Reinforcers for Listener Responses on Rate of Learning, Awareness, and Preferences for Listening to Stories in Preschoolers With Autism Greer, R. Douglas; Pistoljevic, Nirvana; Cahill, Claire. - : The Society for the Experimental Analysis of Behavior, Inc, 2011 BASE Show details 10 Establishing Naming in Typically Developing Two-Year-Old Children as a Function of Multiple Exemplar Speaker and Listener Experiences Gilic, Lina; Greer, R. Douglas. - : The Society for the Experimental Analysis of Behavior, Inc, 2011 BASE Show details 11 The Emergence of Autoclitic Frames in Atypically and Typically Developing Children as a Function of Multiple Exemplar Instruction Luke, Nicole; Greer, R. Douglas; Singer-Dudek, Jessica. - : The Society for the Experimental Analysis of Behavior, Inc, 2011 BASE Show details 12 A rose by naming: how we may learn how to do it Longano, Jennifer; Greer, R. Douglas In: The analysis of verbal behavior. - Concord, Calif. : Association 26 (2010), 73-106 BLLDB OLC Linguistik Show details 13 A Rose by Naming: How We May Learn How to Do It Greer, R Douglas; Longano, Jennifer. - : The Society for the Experimental Analysis of Behavior, Inc, 2010 BASE Show details 14 How Kids Learn to Say the Darnedest Things: The Effect of Multiple Exemplar Instruction on the Emergence of Novel Verb Usage Greer, R Douglas; Yuan, Lynn. - : Association for Behavior Analysis International, 2008 BASE Show details 15 The Induction of Naming in Children with No Prior Tact Responses as a Function of Multiple Exemplar Histories of Instruction Fiorile, Carol A; Greer, R. Douglas. - : Association for Behavior Analysis International, 2007 BASE Show details 16 Novel Dictation and Intraverbal Responses as a Function of a Multiple Exemplar Instructional History Greer, R. Douglas; Yaun, Lynn; Gautreaux, Grant. - : Association for Behavior Analysis International, 2005 BASE Show details 17 The Emergence of the Listener to Speaker Component of Naming in Children as a Function of Multiple Exemplar Instruction Greer, R. Douglas; Stolfi, Lauren; Chavez-Brown, Mapy. - : Association for Behavior Analysis International, 2005 BASE Show details 18 Emergence of Untaught Mands or Tacts of Novel Adjective-Object Pairs as a Function of Instructional History [<Journal>] Nuzzolo-Gomez, Robin [Verfasser]; Greer, R. Douglas [Sonstige] DNB Subject Category Language Show details 19 Emergence of untaught mands or tacts of novel adjective-object pairs as a function of instructional history Nuzzolo-Gomez, Robin; Greer, R. Douglas. - 2004 Abstract: We tested the effects of multiple exemplar instruction (MEI) on the emergence of untaught mands or tacts of adjective-object pairs in a multiple-probe design across four students with autism/developmental disabilities. None of the students emitted either mands or tacts for three sets of three adjective-object pairs (word sets counterbalanced across students and conditions) in pre-experimental probe trials. In the baseline phase, either mands or tacts were taught for the first adjective-object pairs to each student who then received probe trials for the untaught verbal operants. None of the students emitted the verbal operant that was not directly taught. In the MEI condition, a second set of adjective-object pairs was taught under alternating mand and tact conditions until both operants were mastered. Following mastery of the second set in the MEI condition, students were again probed for the untaught mands or tacts for the adjective-object pairs that were not in their repertoires when a single verbal operant was taught in baseline (the first set). All students emitted the untaught mands or tacts for the first set. Finally, a third set of adjective-object pairs was taught as tacts or mands and the untaught mands or tacts emerged. The data are discussed in terms of generative verbal behavior, abstraction of establishing operation control, and multiple exemplar instruction. Keyword: Articles URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2755426 http://www.ncbi.nlm.nih.gov/pubmed/22477290 BASE Hide details

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