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Verbal Behavior Analysis: Inducing and Expanding New Verbal Capabilities in Children with Language Delays Paperback – May 11, 2007

ISBN-13: 978-0205458370 ISBN-10: 0205458378 Edition: 1st

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Verbal Behavior Analysis: Inducing and Expanding New Verbal Capabilities in Children with Language Delays + Designing Teaching Strategies: An Applied Behavior Analysis Systems Approach (Educational Psychology) + Applied Behavior Analysis (2nd Edition)
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Product Details

  • Paperback: 336 pages
  • Publisher: Pearson; 1 edition (May 11, 2007)
  • Language: English
  • ISBN-10: 0205458378
  • ISBN-13: 978-0205458370
  • Product Dimensions: 9.1 x 6.9 x 0.6 inches
  • Shipping Weight: 14.4 ounces (View shipping rates and policies)
  • Average Customer Review: 4.3 out of 5 stars  See all reviews (12 customer reviews)
  • Amazon Best Sellers Rank: #326,031 in Books (See Top 100 in Books)

Editorial Reviews

From the Back Cover

Help children develop language and verbal functions with the help
of Douglas Greer and Denise Ross!

 

“This is definitely a book I will be purchasing for my professional use. I supervise student teachers in home-based programs as well as school programs and this book will be a perfect fit for the program implementation we currently present. Greer and Ross have produced an excellent accumulation of research compilation, assessment and program descriptions for implementation by professionals training and working with autistic children and adults.” 

-Dr. Irfa Karmali, Shelby Residential and Vocational Services

 

 “Overall, a very technically accurate book and one well suited to accompany a practicum component in verbal behavior. Very comprehensive and [does] a good job of covering most questions, concerns and issues [for] training others to implement verbal behavior strategies. I thoroughly enjoyed reading it.” 

-Janet Goodman, University of West Georgia

 

 

Responding to the overwhelming demand for effective language development tools for children with no language and severe language delays related to autism and other disabilities, Douglas Greer and Denise Ross present newly identified methods to assist teachers and parents in their efforts to provide verbal capabilities to children. In their book Verbal Behavior Analysis, Doug and Denise describe how to help children produce novel and spontaneous verbal functions, acquire language incidentally, and become socially verbal. They carefully integrate the latest research, including many new findings, and present readers with a clear outline of the current state of the science of verbal behavior and its application to children with real needs. Behavior analysts, parents, and teachers will find the procedures applicable to all forms of language (signs, pictures, and voice-generating devices) while maintaining a strong emphasis on the vocal production of a child’s speech.

  • Describes how to teach children to be literate listeners, reducing the number of instructional times required to teach basic skills from four to ten times. (Chapter 3).
  • Presents the necessary procedures to teach children to become observational learners. (Chapter 5 and 7).
  • Offers practitioners methods for teaching children to acquire novel language and language usage incidentally, allowing children to expand their language without direct instruction. (Chapters 3, 5, and 6).
  • Demonstrates helping children to move from emergent speakers to readers, and learn to enjoy books in free time,  and  to read. (Chapter 6).
  • Introduces a verbal developmental scheme to guide instruction and aid practitioners in determining which children need particular interventions and when they need them, along with alternative tactics and strategies for solving learning problems. (Chapters 2 and 7).

About the Author

Doug Greer is Professor of Education and Psychology and Coordinator of the Programs in Behavior Analysis at Columbia University, Teachers College and the Graduate School of Arts and Sciences, where he has taught for 37 years.  He is the author of over 120 research reports (27 on verbal behavior analysis) and conceptual publications in 25 different journals, as well as 12 books, and he has sponsored 130 doctoral dissertations.  Greer is a Fellow of the Association for Behavior Analysis and is the recipient of: (a) the American Psychology Association’s Fed S. Keller Award for Distinguished Contributions to Education, (b) The Association for Behavior Analysis award for Distinguished Contributions to the International Dissemination of Behavior Analysis, the designation of May 5 as the R. Douglas Greer day for Westchester County by the Westchester Legislature, and Distinguished Contributions to the Fred S. Keller School by The Fred S. Keller School.  He is a CABAS® Board certified as a Senior Behavior Analyst and a Senior Research Scientist and has assisted in the development of CABAS® School in the USA, Ireland, England, and Italy.  His research interests have included verbal behavior analysis, the development of verbal behavior, a learner-driven science of teaching and the organizational behavior analytic procedures to support that system, pediatric behavioral medicine, a behavioral psychology of music, and the induction of and applications of observational learning.  He has served on the editorial boards of Journal of Applied Behavior Analysis, Journal of Behavioral Education, In Segnare all' Handicappato, Journal of Early and Intensive Behavioral Interventions (Associate Editor), European Journal of Behavior Analysis, The American Psychologist, Verplanck’s Glossary and Thesaurus of The Science of Behavior, The Behavior Analyst, American Journal of Mental Deficiency, Bulletin of the Council for Research in Music Education, and the Journal of Music Therapy.  Greer has served as distinguished visiting professor at five universities in Spain (Cadiz, Almeria, Oviedo, Grenada, and Salamanca), a higher education programs in applied behavior analysis in Norway, and has lectured at the University of Wales at Bangor.  He has presented keynote addresses at conferences on behavior analysis in Canada, Israel, Nigeria, Japan, Spain, Ireland, England, Brazil, Norway, Italy, Taiwan, and Korea. 

Denise E. Ross is an associate professor of psychology and education in the Programs for Applied Behavior Analysis at Teachers College, Columbia University.  She completed her PhD at Columbia University in 1998 and taught at Florida Atlantic University before joining Teachers College in 2002.  Her research on verbal behavior and children with autism and other developmental disabilities has been published in Education and Training in Developmental Disabilities, Research in Developmental Disabilities, the Journal of Behavioral Education, The Behavior Analyst Today, Journal of Early and Intensive Behavioral Interventions, and the Analysis of Verbal Behavior. 


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Customer Reviews

4.3 out of 5 stars
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Most Helpful Customer Reviews

8 of 10 people found the following review helpful By Regina F. on March 28, 2008
Format: Paperback
I am the parent of a child with autism who has had ABA and VB programming for some years.
If I were a parent unfamiliar or new to applied behavior analysis, I think that this (text)book might be an overwhelming introduction and too technical as a starting point or as a basic "how-to" of verbal behavior. That said, having attended some workshops and read the basic manuals and parent-oriented texts on verbal behavior, I find this a useful next step and reference that adds nuance and sophisticated information such as autoclitics, use of graphical information for instructional decisionmaking, detail of the transfer process across verbal operants, multiple and joint control, a nice hierarchical progression of speaker behavior, WH questions, why "self-talk" is a prerequisite skill target towards functional conversation, and integrating textual information as a scaffold for vocal and conversational behavior (including conditioning books as reinforcers and using yoked contingencies to shape reading and writing behavior), etc. There are many descriptions and examples of specific instructional tactics and data collection, as well as appendices of data collection forms, graphical data collection, and a glossary.
So while technical, I believe that it is a valuable text as an intermediate step between the fairly descriptive but not necessarily comprehensive or detailed materials usually available and the really professionally-oriented journal articles. For professionals and students of behavior analysis, this could be at a useful and more immediately applicable level.
If I had a real criticism, it might be in the layout. Some information might be more accessible to those unfamiliar with the subject matter if the chapters included interspersed sub-summaries before the end of chapter summaries for allow some pause to contemplate and integrate the material. Perhaps some practice problems or exercises would be useful.
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5 of 6 people found the following review helpful By Amanda W. Doll on March 8, 2008
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With all respect due to copyright law, Greer & Ross's Verbal Behavior Analysis is the single text that I find most frequently off the shelf and in my overburdened all-in-one printer-fax-scanner-photocopier unit. I have purchased eight copies already, giving them away whenever needed by colleagues and friends.

As a field supervisor working with ABA teachers and teacher assistants in the birth-to-kindergarten age range, I have found this text to be indispensable for troubleshooting instruction and expanding teachers' fund of knowledge within the field. This text is not, as others note, for the faint of heart: many of the interventions that are described had not yet made it into journal publication at the time of printing. It IS very technical, but for providers who have run into difficulties with the basic teaching operations for verbal behavior, this book will provide new "leads" on empirically-derived alternative interventions.
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1 of 1 people found the following review helpful By Cajun Gourmet on October 23, 2013
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This is a good text and reference book. However, like most trade softcovers written by academicians for college and university class programs, it is grossly overpriced. I know it is not mass released but even purchasing at a reduced price source, it is still quite high for a college student.
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1 of 1 people found the following review helpful By crime scene on January 15, 2013
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I've seen a lot of approaches to language acquisition programs, but this one (which I believe is associated with Columbia University) won me over on several points. For instance, the they describe a procedure for establishing speech as a reinforcer. As well, there is emphasis on the training of multiple exemplars, which I haven't seen used enough in acquisition programs.
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1 of 1 people found the following review helpful By Susan M. Goodman on February 29, 2012
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I was in Dr. Greer's program for 2 years while I taught children with Autism in NYC public schools many many years ago. Most of the language programs I learned at that time were for emergent speakers. Now I am working young adults with autism who read and write and this book is my Bible. I recently implemented "generalized establish operation" which Ross and Greer has described as developing "curiosity" or "the need to know". and it has been tremendously successful. My 19-year old student with autism is asking questions without and prompts - her first demonstration of spontaneous language (Ross and Greer point out that there is no such thing as spontaneous language - it would not be considered spontaneous if you understood their history or learning).
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2 of 3 people found the following review helpful By kay on May 18, 2011
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An extremely well detailed book. Very well written and presented and very clearly states the pre- requisite skills for tasks. For someone not formally trained in VBA but who has been practising VBA under supervision from a BCBA this book has made very clear the progression of skills and the reasons behind the progressive targets. Look forward to reading and re reading it many times over.
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