Skip to main content
SpringerLink
Log in

Acting to Save Our Schools (1984–1994)

  • Chapter
Contemporary Issues in Behavior Therapy

Part of the book series: Applied Clinical Psychology ((NSSB))

Abstract

Throughout much of his life, Burhrus Frederick Skinner (1904–1990) advocated that science ought to act to save our world. Skinner was concerned about the failure of the educational establishment to draw on a superior pedagogy made possible by the science of behavior, particularly given the poor state of American schools. He characterized the dilemma in the title of his paper as “The Shame of American Education” (Skinner, 1984).

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 129.00
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 169.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 169.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Albers, A., & Greer, R. D. (1991). Is the three term contingency trial a predictor of effective instruction? Journal of Behavioral Education, 1, 337–354.

    Article  Google Scholar 

  • Aschelmann, S. R., & Williams, M. L. (1989). A test of the response deprivation hypothesis in a multiple-response context. American Journal on Mental Retardation, 93, 345–353.

    Google Scholar 

  • Axelrod, S. (1991). The problem: American education. The solution: Use behavioral analytic technology. Journal of Behavioral Education, 1, 275–282.

    Article  Google Scholar 

  • Axelrod, S., & Greer, R. D. (1994). A commentary on cooperative learning. Journal of Behavioral Education, 4, 41–48.

    Article  Google Scholar 

  • Babbit, R. (1986). Computerized data management and the time-distribution of tasks performed by supervisors in a data-based educational organization. (Doctoral dissertation, Columbia University, 1986). Dissertation Abstract International, 47, 3737a.

    Google Scholar 

  • Bandura, A. (1977). Social learning theory. Englewood cliffs, NJ: Prentice Hall.

    Google Scholar 

  • Barrett, B., Beck, R., Binder, C., Cook, D. A., Englemann, S., Greer, R. D., Kryklund, S. J., Johnson, K. R., Maloney, M., McCorkle, N., Vargas, J. S., & Watkins, C. L. (1991). The right to effective education. The Behavior Analysts, 14, 79–82.

    Google Scholar 

  • Becker, W. (1992). Direct instruction: A twenty-year review. In R. West & L. Hammerlynck (Eds.), Design for educational excellence: The legacy of B. F. Skinner (pp. 71–112). Longmont, CO: Sopris West.

    Google Scholar 

  • Bjork, D. W. (1994). B. F. Skinner: A life. New York: Basic Books.

    Google Scholar 

  • Brooks, R. (1994, May). Building an embodied mind (MIT Artificial Intelligence Lab: Presidential Scholar’s Address. The twentieth annual convention of the Association for Behavior Analysis, Atlanta, GA.

    Google Scholar 

  • Brophy, J., & Good, T. (1986). Teacher behavior and student achievement. In M. C. Wittrock (Ed.), Handbook on research on teaching (3rd ed.) (pp. 328–375). New York: Macmillan.

    Google Scholar 

  • Bushel, Jr., D., & Baer, D. M. (1994). Measurably superior instruction means close continual contact with the relevant outcome data. Revolutionary! In R. Gardner et al. (Eds.), Behavior analysis in education: Focus on measurably superior instruction (pp. 23–64). Pacific Grove, CA: Brooks/Cole.

    Google Scholar 

  • Buskist, W., Cush, D., & de Grandpre, R. J. (1991). The life and times of PSI. Journal of Behavioral Education, 1, 215–234.

    Article  Google Scholar 

  • Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis, 18, 111–126.

    Article  PubMed  Google Scholar 

  • Catania, A. C., Matthews, B. A., & Shimoff, E. (1982). Instructed versus shaped human verbal behavior: Interactions with nonverbal responding. Journal of the Experimental Analysis of Behavior, 38, 233–248.

    Article  PubMed  Google Scholar 

  • Darling-Hammond, L. (1993). Professional development schools: Schools for developing schools. New York: Teachers College Press.

    Google Scholar 

  • Davidson, R. J. (1978). Specificity and patterning in biobehavioral systems: Implications for behavior change. American Psychologist, 32, 430–436.

    Article  Google Scholar 

  • Delquadri, J., Greenwood, C. R., & Hall, R. V. (1979, May). Opportunity to respond: An update. Paper presented at the second annual meeting of the Association for Behavior Analysis, Milwaukee, WI.

    Google Scholar 

  • Diamond, D. (1992). Beyond time on task: Comparing opportunities to respond and learn units to determine an accurate means of measuring educational gains. Unpublished paper, Teachers College, Columbia University, New York.

    Google Scholar 

  • Donley, C. R., & Greer, R. D. (1993). Setting events controlling social verbal exchanges between students with developmental delays. Journal of Behavioral Education, 4, 387–401.

    Article  Google Scholar 

  • The education crisis: Issues, perspectives, solutions. (1992). Journal of Applied Behavior Analysis (Monograph No. 7).

    Google Scholar 

  • Englemann, S. (1991). Change school through revolution, not evolution. Journal of Behavioral Education, 1, 295–304.

    Article  Google Scholar 

  • Englemann, S., & Carnine, D. (1982). Theory of instruction: Principles and applications. New York: Irvington.

    Google Scholar 

  • Gardner III, R., Sainata, D. M., Cooper, J. O., Heron, T. E., & Heward, W. L., Eschelman, J., & Grossi, T. A. (1994). Behavior analysis in education: Focus on measurably superior instruction. Pacific Groves, CA: Brooks/Cole.

    Google Scholar 

  • Glenn, S. (1988). Contingencies and metacontingencies: Toward a synthesis of behavior analysis and cultural materialism. The Behavior Analyst 11, 161–179.

    PubMed  Google Scholar 

  • Greenwood, C. R., Delquadri, J., & Hall, R. V. (1989). Longitudinal effects of classwide peer tutoring. Journal of Educational Psychology, 81, 371–383.

    Article  Google Scholar 

  • Greenwood, C. R., Hart, B., Walker, D. I., Risely, T. (1994). The opportunity to respond and academic performance revisited: A behavioral theory of developmental retardation and its prevention. In R. Gardner III et al. (Eds.), Behavior analysis in education: Focus on measurably superior instruction (pp. 213–224). Pacific Groves, CA: Brooks/Cole.

    Google Scholar 

  • Greer, R. D. (1983). Contingencies of the science and technology of teaching and prebehavioristic research practices in education. Educational Researcher, 12, 3–14.

    Google Scholar 

  • Greer, R. D. (1989). A pedagogy for survival. In A. Brownstein (Ed.), Progress in behavioral studies (pp. 7–44). Hillsdale, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Greer, R. D. (1991). The teacher as strategic scientist: A solution to our educational crisis? Behavior and Social Issues, 1, 25–41.

    Article  Google Scholar 

  • Greer, R. D. (1992). L’enfant terrible meets the educational crisis. Journal of Applied Behavior Analysis, 23, 65–69.

    Article  Google Scholar 

  • Greer, R. D. (1994a). A science of teaching for all children: A learner-driven systems approach for superior schools. Unpublished manuscript, Columbia University, New York, NY.

    Google Scholar 

  • Greer, R. D. (1994b). A systems analysis of the behaviors of schooling. Journal of Behavioral Education, 4, 255–264.

    Article  Google Scholar 

  • Greer, R. D. (1994c). The autonomous learner. In J. Borland, D. Greer, L. Hickson, R. Kretchmer, D. Mithaugh, & S. Recchia (Eds.), Freedom and inquiry in special education. Manuscript submitted for publication.

    Google Scholar 

  • Greer, R. D. (1994d). The measure of a teacher. In R. Gardner III et al. (Eds.), Behavior analysis in education: Focus on measurably superior instruction (pp. 161–171). Pacific Groves, CA: Brooks/Cole.

    Google Scholar 

  • Greer, R. D., & Polirstok, S. R. (1982). Collateral gains and short term maintenance in reading and on-task responses by inner city adolescents as a function of their use of social reinforcement while tutoring. Journal of Applied Behavior Analysis, 15, 123–139.

    Article  PubMed  Google Scholar 

  • Greer, R. D., Graf, S. A., & Lindsley, O. (1984, June). Follow-up on follow-through. Paper presented to the ABA general assembly, Nashville, TN.

    Google Scholar 

  • Greer, R. D., McCorkle, N. P., & Williams, G. (1989). A sustained analysis of the behaviors of schooling. Behavioral Residential Treatment, 4, 113–141.

    Google Scholar 

  • Greer, R. D., Dorow, L., Williams, G., McCorkle, N., & Asnes, R. (1991). Peer-mediated procedures to induce swallowing and food acceptance in young children. Journal of Applied Behavior Analysis, 24, 783–790.

    Article  PubMed  Google Scholar 

  • Greer, R. D., Phelan, C. S., & Sales, C. (1993, May). A costs-benefits analysis of a graduate course. Paper presented at the International Conference of the Association for Behavior analysis, Chicago, IL.

    Google Scholar 

  • Halle, J. W., Baer, D. M., & Spradlin, J. E. (1981). Teachers’ generalized use of delay as a stimulus control procedure to increase language in handicapped children. Journal of Applied Behavior Analysis, 14, 389–409.

    Article  PubMed  Google Scholar 

  • Hart, B. (1985). Naturalistic language training techniques. In S. Warren & A. Rogers-Warren (Eds.), Teaching functional language (pp. 63–88). Baltimore: University Park Press.

    Google Scholar 

  • Herrnstein, R. J., Loveland, D. H., & Cable, C. (1976). Natural concepts in pigeons. Journal of Experimental Psychology: Animal Behavior Processes, 38, 285–302.

    Article  Google Scholar 

  • Heward, W. L. (1994). Three low tech strategies for increasing the frequency of active student response during group instruction. In R. Gardner III et al. (Eds.), Behavior analysis in education: Focus on measurably superior instruction (pp. 283–320). Pacific Groves, CA: Brooks/Cole.

    Google Scholar 

  • Heward, W L., Heron, T. E., Hill, D. S., & Trapp-Porter, J. (Eds.). (1984). Focus on behavior analysis in education. Columbus, OH: Merrill.

    Google Scholar 

  • Hogin, S. (1994, March). CABAS for students with early self-editing repertoires. Paper presented at the annual convention of the International Behaviorology Association, Guanajuato, Mexico.

    Google Scholar 

  • Holland, J. G., & Skinner, B. F. (1961). The analysis of behavior. New York: McGraw-Hill.

    Google Scholar 

  • Ingham, P., & Greer, R. D. (1992). Changes in student and teacher responses in observed and generalized settings as a function of supervisor observations. Journal of Applied Behavior Analysis, 25, 153–164.

    Article  PubMed  Google Scholar 

  • Iwata, B. A., Pace, G. M., Dorsey, M. F., Zarcone, J. R., Vollmer, J., Smith, R. G., Rodgers, T. A., Lerman, D. C., Shore, B. A., Mazaleski, J. L., Goh, H., Cowdery, G. E., Kalsher, M. J., McCosh, K. C., & Kimberly, D. W. (1994). The functions of self-injurious behavior: An experimental-epidemiological analysis. Journal of Applied Behavior Analysis, 27, 215–240.

    Article  PubMed  Google Scholar 

  • Jackson, M. A., & Malott, R. W. (1994). Helping high-risk black college students. In R. Gardner III et al. (Eds.), Behavior analysis in education: Focus on measurably superior instruction (pp. 349–364). Pacific Groves, CA: Brooks/Cole.

    Google Scholar 

  • Johnson, K. R., & Layng, T. V. (1992). Breaking the structuralist barrier: Literacy and numeracy with fluency. American Psychologist, 47(11), 1475–1490.

    Article  PubMed  Google Scholar 

  • Johnson, K. R., & Layng, T. V. (1994). The Morningside model of generative instruction. In R. Gardner III et al. (Eds.), Behavior analysis in education: Focus on measurably superior instruction (pp. 283–320). Pacific Groves, CA: Brooks/Cole.

    Google Scholar 

  • Keller, F. S. (1968). Good-bye teacher. Journal of Applied Behavior Analysis, 1, 79–90.

    Article  PubMed  Google Scholar 

  • Keller, F. S. (1978). Instructional technology and educational; reform: 1977. The Behavior Analyst, 1, 48–53.

    PubMed  Google Scholar 

  • Keller, F. S. (1982). Pedagogue’s progress. Lawrence, KS: TRI.

    Google Scholar 

  • Keller, F. S., & Schoenfeld, W. N. (1950). Principles of psychology. New York: Appleton-Century Crofts.

    Google Scholar 

  • Kelly, T. M. (1994). Functional relations between numbers of learn unit presentations and emissions of self-injurious and assaultive behavior. Unpublished doctoral dissertation, Columbia University, New York.

    Google Scholar 

  • Kelly, T. M., & Greer, R. D. (1992, May). Functional relationships between learn units and maladaptive behavior. Paper presented at the International Conference of the Association for Behavior Analysis, San Francisco, CA.

    Google Scholar 

  • Kinder, D., & Carnine, D. (1991). Direct instruction: What it is and what it is becoming. Journal of Behavioral Education, 1, 193–214.

    Article  Google Scholar 

  • Lamarre, J., & Holland, J. G. (1985). The functional independence of mands and tacts. Journal of the Experimental Analysis of Behavior, 43, 5–19.

    Article  PubMed  Google Scholar 

  • Lamm, N., & Greer, R. D. (1991). A systematic replication of CABAS in Italy. Journal of Behavioral Education, 1, 427–444.

    Article  Google Scholar 

  • Lindsley, O. R. (1991). Precision teaching’s unique legacy from B. F. Skinner. Journal of Behavioral Education, 1, 253–266.

    Article  Google Scholar 

  • Lodhi, S., & Greer, R. D. (1989). The speaker as listener. Journal of the Experimental Analysis of Behavior, 51, 353–359.

    Article  PubMed  Google Scholar 

  • Lovass, O. I. (1987). Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of Consulting and Clinical Psychology, 55, 3–9.

    Article  Google Scholar 

  • Lovitt, T. (1994). Applied behavior analysis: An insider’s appraisal. In R. Gardner III et al. (Eds.), Behavior analysis in education: Focus on measurably superior instruction (pp. 321–332). Pacific Groves, CA: Brooks/Cole.

    Google Scholar 

  • Mayer, G. R., Butterworth, T., Nafpaktitis, M., & Sulzer-Azaroff, B. (1983). Preventing school vandalism and improving discipline: A three year study. Journal of Applied Behavior Analysis, 16, 335–369.

    Article  Google Scholar 

  • McCorkle, N. P., & Greer, R. D. (1994). Motivational functions of yoked and competitive peer contingencies with preschoolers. Manuscript submitted for publication.

    Google Scholar 

  • Michael, J. (1982). Distinguishing between discriminative and motivational functions of stimuli. Journal of the Experimental Analysis of Behavior, 34, 149–155.

    Article  Google Scholar 

  • Miller, A. D., Barbetta, P. M., & Heron, T. E. (1994). START tutoring: Designing, training, implementing, and evaluating tutoring programs for school and home settings. In R. Gardner III et al. (Eds.), Behavior analysis in education: Focus on measurably superior instruction (pp. 265–269). Pacific Groves, CA: Brooks/Cole.

    Google Scholar 

  • Mithaug, D. E. (1993). Self-regulation theory: How optimal adjustment maximizes gain. Westport, CN: Praeger.

    Google Scholar 

  • Mithaug, D. E., Martin, J. E., Agran, M., & Rusch, F. R. (1988). Why special education graduates fail: How to teach them to succeed. Colorado Springs, CO: Ascend.

    Google Scholar 

  • Palmer, D. C., & Donahoe, J. W. (1992). Essentialism and selectionism in cognitive science and behavior analysis. American Psychologist, 47(11), 1344–1358.

    Article  PubMed  Google Scholar 

  • Peira, J. A., & Winton, S. W. (1991). Teaching and remediation of mathematics: A review of behavioral research. Journal of Behavioral Education, 1, 5–36.

    Article  Google Scholar 

  • Perone, V. (1991). Expanding student assessment. Washington, DC: Association for Curriculum Development and Assessment.

    Google Scholar 

  • Premack, D. (1971). Catching up with common sense or two sides of a generalization: Reinforcement and punishment. In R. Glaser (Ed.), The nature of reinforcement (pp. 121–150). New York: Academic Press.

    Google Scholar 

  • Rast, J., Johnston, J. M., & Drum, C. (1984). A parametric analysis of the relation between food quantity and ruminative behavior. Journal of the Experimental Analysis of Behavior, 41, 125–134.

    Article  PubMed  Google Scholar 

  • Rosenshine, B. (1983). Personal communication.

    Google Scholar 

  • Rosenshine, B., & Stevens, R. (1986). Teaching functions. In M. C. Wittrock (Ed.), Handbook on research in teaching (3rd ed.). (pp. 376–391). New York: Macmillan.

    Google Scholar 

  • Sainata, D. M., Strain, P. S., & Lyon, S. L. (1987). Increasing academic responding of handicapped preschool children during group instruction. Journal of the Division of Early Childhood Special Education, 12, 23–30.

    Google Scholar 

  • Schuster, J. W., Griffin, A. K., & Wolery, M. (1992). Simultaneous prompting and constant time delay procedures in teaching sight words to elementary students with moderate mental retardation. Journal of Behavioral Education, 2, 305–326.

    Article  Google Scholar 

  • Schwartz, B. (1993). A comparison of three tactics for teaching the mand function with preschoolers. Unpublished doctoral dissertation, Columbia University Teachers College, New York.

    Google Scholar 

  • Selinske, J., Greer, R. D., & Lodhi, S. (1991). A functional analysis of the comprehensive application of behavior analysis to schooling. Journal of Applied Behavior Analysis, 13, 645–654.

    Google Scholar 

  • Sidman, M. (1986). Functional analysis of emergent classes. In T. Thompson & M. Zeiler (Eds.), Analysis and integration of behavioral units (pp. 213–245). Hillsdale, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Sidman, M. (1993). Strategies and tactics of scientific research. Boston: Context Press.

    Google Scholar 

  • Skinner, B. F. (1938). The behavior of organisms. Cambridge, MA: B. F. Skinner Foundation.

    Google Scholar 

  • Skinner, B. F. (1956). Science and human behavior. New York: Basic Books.

    Google Scholar 

  • Skinner, B. F. (1957). Verbal behavior. Cambridge, MA: B. F. Skinner Foundation.

    Book  Google Scholar 

  • Skinner, B. F. (1968). The technology of teaching. New York: Appleton, Century, & Crofts.

    Google Scholar 

  • Skinner, B. F. (1976). About behaviorism. New York: Knopf.

    Google Scholar 

  • Skinner, B. F. (1984a). The shame of American education. The American Psychologist, 39, 947–954.

    Article  Google Scholar 

  • Skinner, B. F. (1984b). The evolution of behavior. Journal of the Experimental Analysis of Behavior, 41, 217–222.

    Article  PubMed  Google Scholar 

  • Sulzer-Azaroff, B., Drabman, R. M., Greer, R. D., Hall, R. V., Iwata, B. A., & O’Leary, S. G. (1988). Behavior analysis in education from the Journal of Applied Behavior Analysis: Reprint series Vol. 3. Lawrence, KS: Society for the Experimental Analysis of Behavior.

    Google Scholar 

  • Sundberg, M. L. (1985). Teaching verbal behavior to pigeons. The Analysis of Verbal Behavior, 3, 11–17.

    PubMed  Google Scholar 

  • Vargas, E. A. (1991). Behaviorology: Its paradigm. In W. Ishaq (Ed.), Human behavior in today’s world (pp. 141–148). New York: Praeger.

    Google Scholar 

  • Vargas, E. A. (1993, October). From behaviorism to selectionism. Educational Technology, pp. 46-51.

    Google Scholar 

  • Vargas, E. A., & Vargas, J. S. (1991). Programmed Instruction: What it is and how to do it. Journal of Behavioral Education, 1, 235–252.

    Article  Google Scholar 

  • Warren, S. F., McQuarter, R. J., & Rogers-Warren, A. K. (1984). The effects of mands and models on the speech of unresponsive language delayed preschool children. Journal of Speech and Hearing Disorders, 49, 40–51.

    Google Scholar 

  • Weisburg, P. (1994). Helping preschoolers from low-income background make substantial progress in reading through direct instruction. In R. Gardner III et al. (Eds.), Behavior analysis in education: Focus on measurably superior instruction (pp. 115–128). Pacific Groves, CA: Brooks/Cole.

    Google Scholar 

  • West, R., & Hammerlynck, L. (1992). Designs for excellence in education: The legacy of B. F. Skinner. Longmont, CO: Sopris West.

    Google Scholar 

  • Williams, G., & Greer, R. D. (1993). A comparison of verbal behavior and linguistic curricula. Behaviorology, 1(1), 31–46.

    Google Scholar 

  • Wolery, M., & Holcombe, A. (1993). Constant time delay: Effects of varying levels of procedural fidelity. Pittsburg: Early Childhood Intervention Program, Department of Psychiatry, Allegheny-Singer Research Institute.

    Google Scholar 

  • Zurrif, G. (1986). A conceptual reconstruction of behaviorism. New York: Columbia University Press.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Teachers College and Graduate School of Arts and Sciences, Columbia University, New York, New York, 10027, USA

    R. Douglas Greer

Authors
  1. R. Douglas Greer
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Behavior Therapy Institute, Sudbury, Massachusetts, USA

    Joseph R. Cautela

  2. Harvard University Health Services, Cambridge, Massachusetts, USA

    Joseph R. Cautela

  3. University of Oregon, Eugene, Oregon, USA

    Waris Ishaq

  4. Pacific Behavioral Sciences Center, Eugene, Oregon, USA

    Waris Ishaq

Rights and permissions

Reprints and permissions

Copyright information

© 1996 Springer Science+Business Media New York

About this chapter

Cite this chapter

Greer, R.D. (1996). Acting to Save Our Schools (1984–1994). In: Cautela, J.R., Ishaq, W. (eds) Contemporary Issues in Behavior Therapy. Applied Clinical Psychology. Springer, Boston, MA. https://doi.org/10.1007/978-1-4757-9826-5_9

Download citation

  • DOI: https://doi.org/10.1007/978-1-4757-9826-5_9

  • Publisher Name: Springer, Boston, MA

  • Print ISBN: 978-1-4757-9828-9

  • Online ISBN: 978-1-4757-9826-5

  • eBook Packages: Springer Book Archive

Publish with us

Policies and ethics

Search

Navigation