Donald M. Baer | Academic Influence

Donald M. Baer's AcademicInfluence.com Rankings

Donald M. Baer

Psychology

#764

World Rank

#973

Historical Rank

#474

USA Rank

Cognitive Psychology

#79

World Rank

#81

Historical Rank

#35

USA Rank

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Psychology

Donald M. Baer's Degrees

PhD Psychology University of California, Berkeley
Masters Psychology University of California, Berkeley
Bachelors Psychology University of California, Berkeley

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Why Is Donald M. Baer Influential?

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According to Wikipedia, Donald M. Baer was an American psychologist who contributed to the science of applied behavior analysis and pioneered the development of behavior analysis at the University of Kansas and the University of Washington. Baer is best known for his contributions at the University of Kansas. Throughout his career, he published over two hundred articles, books, and chapters on various psychological issues. Some of his most noteworthy contributions include literature on behavior-analytic theory, experimental design, and early childhood interventions. Baer received numerous awards during his lifetime which acknowledged his innovation and dedication to his field of research.

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Donald M. Baer's Published Works

Number of citations in a given year to any of this author's works

Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author

Published Works

Some current dimensions of applied behavior analysis. (1968) (3741)
An implicit technology of generalization. (1977) (3112)
Multiple-probe technique: a variation on the multiple baseline. (1978) (888)
Social validity assessments: is current practice state of the art? (1991) (650)
Some still-current dimensions of applied behavior analysis. (1987) (616)
The development of imitation by reinforcing behavioral similarity to a model. (1967) (482)
Behavioral cusps: a developmental and pragmatic concept for behavior analysis. (1997) (317)
Reinforcement control of generalized imitation in young children (1964) (301)
"Perhaps it would be better not to know everything.". (1977) (299)
Deprivation and satiation of social reinforcers as drive conditions. (1958) (276)
The effect of brief social deprivation on behaviors for a social reinforcer. (1958) (273)
Social control of form diversity and the emergence of new forms in children's blockbuilding. (1973) (210)
Teachers' generalized use of delay as a stimulus control procedure to increase language use in handicapped children. (1981) (206)
An experimental analysis of linguistic development: the productive use of the plural morpheme. (1968) (191)
THE ENTRY INTO NATURAL COMMUNITIES OF REINFORCEMENT. (1967) (184)
Correspondence between saying and doing: teaching children to share and praise. (1976) (169)
Effect of contingent and non-contingent social reinforcement on the cooperative play of a preschool child. (1968) (167)
Training parents as behavior modifiers: self-recording of contingent attention. (1972) (162)
Programming the generalization of a greeting response in four retarded children. (1974) (153)
A Component Analysis (1977) (139)
The application of operant conditioning techniques in a secondary school classroom. (1969) (138)
Laboratory control of thumbsucking by withdrawal and re-presentation of reinforcement. (1962) (123)
The Graphic Analysis of Data (1986) (122)
An analysis of individual differences in generalization between receptive and productive language in retarded children. (1973) (119)
A Flight of Behavior Analysis (1981) (117)
The development of generalized imitation within topographically determined boundaries. (1971) (114)
Independent control of a pre-school child's aggression and peer interaction by contingent teacher attention. (1973) (107)
Timeout as a punishing stimulus in continuous and intermittent schedules. (1973) (104)
The experimental modification of teacher attending behavior. (1970) (99)
Interaction effects in multielement designs: inevitable, desirable, and ignorable. (1989) (99)
Improvement of retardates' mealtime behaviors by timeout procedures using multiple baseline techniques. (1970) (86)
Control of hyperactivity by social reinforcement of attending behavior. (1967) (85)
Training preschool children to recruit natural communities of reinforcement. (1978) (84)
An age-irrelevant concept of development. (1970) (83)
Meta-analysis for Single-Subject Research (1987) (83)
Functional considerations in the use of procedural timeout and in effective alternative. (1977) (81)
Control of tantrum behavior by operant techniques during experimental verbal training. (1968) (81)
Escape and avoidance response of pre-school children to two schedules of reinforcement withdrawal. (1960) (74)
Training generalized improvisation of tools by preschool children. (1978) (72)
An analysis of multiple misplaced parental social contingencies. (1976) (70)
Child development: II. Universal stage of infancy. (1965) (68)
Receptive training of adjectival inflections in mental retardates. (1971) (67)
A systematic and empirical theory (1961) (67)
The Analysis of Correspondence Training as a Chain Reinforceable at Any Point. (1982) (66)
The postperfusion pulmonary congestion syndrome. (1960) (65)
Training two severely retarded adolescents to ask questions. (1973) (62)
Reviewer's comment: just because it's reliable doesn't mean that you can use it. (1977) (61)
The imposition of structure on behavior and the demolition of behavioral structures. (1982) (61)
"Do I have to be good all day? The timing of delayed reinforcement as a factor in generalization. (1981) (61)
Effects of concurrent and serial training on generalized vocal imitation in retarded children. (1972) (60)
The application of generalized correct social contingencies: an evaluation of a training program. (1974) (54)
Programming generalization of in-class transition skills: teaching preschoolers with developmental delays to self-assess and recruit contingent teacher praise. (1993) (53)
An experimental analysis of some procedures to teach priming and reinforcement skills to preschool teachers. (1978) (53)
Child development : readings in experimental analysis (1967) (51)
Does research on self-control need more control? (1984) (49)
Effect of withdrawal of positive reinforcement on an extinguishing response in young children. (1961) (46)
Implications of the stereotyping and modification of sex role. (1977) (42)
Behavior Modification and the Law: Implications of Recent Judicial Decisions (1976) (42)
A note on the similar effects of low social availability of an adult and brief social deprivation on young children's behavior. (1958) (41)
Training family therapists: an experimental analysis. (1982) (40)
The development of instructional control over classroom activities of deviant preschool children. (1973) (39)
Preschool peers as mutual generalization-facilitating agents (1976) (39)
Some Methodological Contributions From a Functional Analysis of Child Development1 (1964) (38)
Functional Speech and Language Training for the Severely Handicapped. Party I-IV (1983) (37)
Facilitating generalization of on-task behavior through self-monitoring of academic tasks (1979) (37)
Skills for Child Management and Family Support (1979) (37)
The Organism as Host (1976) (35)
The role of offer rates in controlling sharing by young children. (1976) (35)
The quick development of equivalence classes in a paper-and-pencil format through written instructions (1997) (33)
Reducing self-injury and corresponding self-restraint through the strategic use of protective clothing. (1984) (33)
Teaching productive noun suffixes to severely retarded children. (1973) (32)
Establishing and generalizing audience control of new language repertoires (1986) (31)
Unnoticed verbal conditioning of an aware experimenter by a more aware subject: The double-agent effect. (1969) (31)
The effects of receptive language training on articulation. (1971) (31)
A technique of social reinforcement for the study of child behavior: behavior avoiding reinforcement withdrawal. (1962) (30)
The Future of Behavior Analysis in the Schools? Consider Its Recent Past, and Then Ask a Different Question. (1981) (29)
If reliance on epidemiology were to become epidemic, we would need to assess its social validity. (1991) (29)
Universal stage of infancy (1965) (28)
CHAPTER 9 – The Control of Developmental Process: Why Wait? (1973) (27)
Behavioral Treatment and Normal Educational and lntellectua ] l Functioning in Young Autistic Children (2002) (26)
Unbiased and unnoticed verbal conditioning: the double agent robot procedure. (1970) (26)
Peer facilitation of generalization in a preschool classroom (1978) (25)
A developmental analysis of rule-following. (1989) (25)
Quasi-Random Assignment Can Be as Convincing as Random Assignment. (1993) (25)
A hung jury and a Scottish verdict: “Not proven” (1981) (24)
A note on the absence of a Santa Claus in any known ecosystem: a rejoinder to Willems. (1974) (24)
Reactivity in self-recording: obtrusiveness of recording procedure and peer comments. (1991) (22)
Functional language for verbally deficient children: an experimental program. (1973) (22)
Imprinting to a Different Species without Overt following (1960) (21)
Generalization of Question-Asking by Severely Retarded Individuals (1981) (21)
Behavior analysis and developmental psychology. (1982) (19)
Behavioral-Medical Treatment of Pediatric Toileting Refusal (1997) (19)
A brief, selective history of the Department of Human Development and Family Life at the University of Kansas: The early years. (1993) (16)
Rate-decreasing effects of the atypical neuroleptic risperidone attenuated by conditions of reinforcement in a woman with mental retardation. (2003) (16)
Training Correspondence by Reinforcing Intermediate and Verbal Behavior (1983) (16)
Interactions between teacher guidance and contingent access to play in developing preacademic skills of deviant preschool children. (1976) (15)
The effects of self-instruction on preschool children's sorting of generalized in-common tasks. (1994) (15)
The Effects of a Can’t-Answer Response Option and Instructions on Stimulus Equivalence (1998) (15)
The Effects of Work Task Manipulation and Scheduling on Patient Load, Revenue, Eyewear Turnover, and Utilization of Staff and Doctor Time (1997) (14)
Training institutional staff to alter delinquents' conversation (1976) (14)
Spurious laboratory values resulting from simulated mailing conditions. A study of time and temperature variables. (1968) (14)
A Description of the Erhard Seminars Training in the Terms of Behavior Analysis (1978) (12)
Commentary: Problems in Imposing Self-Determination (1998) (12)
On the Invulnerability of Behavior-Analytic Theory to Biological Research (1996) (12)
Book Review: “Exemplary Service to What Outcome?” Review of Education of Learners with Severe Handicaps: Exemplary Service Strategies (1986) (11)
Weak contingencies, strong contingencies, and many behaviors to change. (1987) (11)
Some reflections on 25 years of the association for behavior analysis: Past, present, and future (2001) (11)
Some effects of telling preschool children to self-question in a matching task (1988) (11)
A task analysis of the shift from teacher instructions to self-instructions in performing an in-common task. (1996) (11)
Some Pragmatics in the Valid and Reliable Recording of Directly Observed Behavior (2005) (11)
Artifactual lowering of the total bilirubin value. (1967) (10)
Verbs and Verb Phrases as Instructional Stimuli in the Control of Stimulus-Equivalence Effects (2000) (10)
In the analysis of behavior, what does “develop” mean? (2003) (10)
Using Multiple Exemplars for Teaching Number-Numeral Correspondence: Some Structural Aspects. (1984) (10)
The effect of some environmental factors on interobserver agreement. (1995) (9)
Teaching Children to Praise:: A Problem in Stimulus and Response Generalization (1979) (9)
Since Safety Maintains Our Lives, We Need to Maintain Maintaining (2001) (9)
[Extracorporeal circulation in intracardiac surgery; a comparison between two heart-lung machines]. (1958) (9)
EXPERIMENTAL PROCEDURES FOR ANALYZING THE INTERACTION OF SYMBOLIC SOCIAL STIMULI AND CHILDREN'S BEHAVIOR. (1965) (8)
The Facilitation of Children's Social Interaction by a Picture-Cue Training Program. (1985) (8)
Teaching participants with developmental disabilities to comply with self-instructions. (1999) (8)
Tacting "to a fault". (1991) (8)
Some remedial uses of the reinforcement contingency. (1968) (8)
Teacher proposes, student disposes. (1992) (7)
R.S.V.P.: A procedure to increase the personal mail and number of correspondents for nursing home residents (1976) (7)
A use of self-instruction to extend the generalization of a self-instructed in-common discrimination. (1997) (7)
Why Choose Self-Regulation as the Focal Analysis of Retardation?. (1990) (6)
Luria's Regulatory Concept and its Misplacement in Verbal-Nonverbal Correspondence Training (1988) (6)
Comment on Denkowski and Denkowski, community‐based residential treatment of the mentally retarded adolescent offender (1985) (6)
Child Development: Volume II. Universal Stage of Infancy (1966) (6)
Do we really want the unification of psychology? A response to Krantz☆ (1987) (5)
To Disagree with Meyer and Evans is to Debate a Cost-Benefit Ratio (1993) (5)
Finders, keepers?: an analysis and validation of a free-found-ad policy. (1978) (5)
Teacher-Controlled Attention Pattern in Normal and Developmentally Delayed Preschool Children. (1984) (5)
Color-matching technique to train children in the correct use of stairs. (1976) (4)
On Morris’s Mechanisms (1993) (4)
A Description of the Erhard Seminars Training (est) (1978) (4)
The Nature of Developmental Theory. (1961) (4)
For Want of a Nail …: A Review of Evaluating Behavior Therapy Outcome, Edited by R. McM. Turner and L. M. Ascher (1986) (3)
Exploring the Controlling Conditions of Importance (1990) (3)
A device to pipet and dilute fluid semi-automatically. (1961) (3)
A procedural analysis of the symbolic forms of behavior therapy (1981) (3)
Teaching Compliance with Experimentally Managed Self-Instructions Can Accomplish Reversal Shifts (2000) (3)
Renin release and utilization by the isolated perfused canine kidney. (1971) (3)
The Coefficient of Variation: An Evaluation (1955) (2)
The consultation process model as an irrational state of affairs (1970) (2)
The Future of Behavior Analysis in Educational Settings (1988) (2)
Good rules, bad rules, the rulers, and the ruled. (1990) (2)
The reform of education is at least a four-legged program. (1992) (2)
Serum electrolyte observations following extracorporeal circulation. (1958) (2)
There's reconstruction, and there's behavior control (1986) (2)
Self-management tactics for the developmentally disabled (1984) (2)
Reinforcement Grows Up: The Experimental Analysis of Behavior as a Systematic Approach to the Teaching of Developmental Psychology. (1966) (1)
Developmental psychology. (1974) (1)
An Analysis of Two Naturally Covarying Behaviors: Activity Level and Inappropriateness. (1976) (1)
Observing and apparently not needing to observe, in the analysis of symbolic reactions (2001) (1)
Can you decode a code? (1983) (1)
The nature of review: A polite response. Remedial and Special Education (1987) (1)
Much Ado About Something (1993) (1)
The effects of an experimental game on the classroom cooperative play of a preschool isolate (1981) (1)
Introductory-Text Author as Branch Manager. (1981) (1)
A FlightIof Behavior Analysis2 (2009) (0)
Label-marking machine for slides. (1962) (0)
Respondent (Reflex) Behavior. (1961) (0)
A natural Skinner box. (1971) (0)
Perhaps Sisyphus is the relevant model for animal-language researchers (1993) (0)
Effect of Withdrawal of Positive Reinforcement on an Extinguishing Response in Young Children (1964) (0)
The Context of Developmental Theory. (1961) (0)
Summary--and a Look Forward. (1961) (0)
A method of filing slides for teaching. (1962) (0)
Some Comments on the Awarding of the G. Stanley Hall Medal to Sidney W. Bijou: (517692012-004) (1980) (0)
In general--and in particular. (1990) (0)
Operant-Respondent Relations and Emotional Behavior. (1961) (0)
Letter to the Editor (1987) (0)
Adjectives, Nouns, and Hyphens (1983) (0)

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