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| 2005 ABA Tutorial: Eliminating Meaningful Differences in Young Children: What Behavior Analysis Can Now Do |
| Saturday, May 28, 2005 |
| 1:30 PM–2:20 PM |
| International North (2nd floor) |
| Area: DEV; Domain: Service Delivery |
| Chair: Jacob L. Gewirtz (Florida International University) |
| Presenting Authors: : R. DOUGLAS GREER (Teachers College and Graduate School, Columbia University) |
| Abstract: The gap in school entry repertoires between impoverished and natively disabled preschoolers and their well-off peers is a major problem facing our species. A new armada of evidence, theory, and demonstration suggests that teaching as behavior analysis can now make significant steps in bridging that gap. The armada comes from developmental behavior analysis, the Morningside Model of remedial education, Precision Teaching components, Direct Instruction, research identifying key instructional components of effective teaching, Relational Frame Theory, Naming, Verbal Behavioral Analysis, CABAS®, and other programs of research and demonstration. Together these efforts provide means for accelerating vocabulary development, enlarging communities of reinforces, inducing verbal functions and verbal capabilities, inducing observational learning, and enlarging communities of reinforces. The presenter will present the evidence and argument that we are on the brink of bridging the gap and the panel with respond to this thesis. |
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| R. DOUGLAS GREER (Teachers College and Graduate School, Columbia University) |
 Dr. Greer (PhD University of Michigan, 1969, MA and BME Florida State University, CABAS® Board Certification as Senior Behavior Analyst and Senior Research Scientist) is Professor of Education and Psychology at the Graduate School of Arts and Sciences and Teachers College of Columbia University where he heads the MA and Ph.D. programs in behavior analysis and the education of students with/without disabilities. He has served on the editorial boards of 10 journals, published over 100 research and theoretical articles in more than 20 journals and is the author of 7 books in behavior analysis. Greer has sponsored 110 doctoral dissertations (80% have been published in refereed journals), taught over 2,000 teachers and professors, originated the CABAS® model of schooling in the USA, Ireland, Italy, England, and founded the Fred S. Keller School. He has done experimental research in schools with students, teachers, parents, and supervisors as well as pediatric patients in medical settings. He is a recipient of the Fred S. Keller Award for Distinguished Contributions to Education from the American Psychology Association and has served as guest professor at universities in Spain, Wales, England, Ireland, USA, and Nigeria. |
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