Association for Behavior Analysis International

The Association for Behavior Analysis InternationalĀ® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.


49th Annual Convention; Denver, CO; 2023

Event Details

Previous Page


Symposium #360
CE Offered: BACB
Diversity submission Online Tools and Behavioral Teaching Strategies: Applications in Active Student Responding, Cultural Competency, and Supervision
Monday, May 29, 2023
11:00 AM–12:50 PM
Convention Center 406/407
Area: TBA/EDC; Domain: Applied Research
Chair: Michelle A. Hickman (Daemen University)
Discussant: Vicki Madaus Knapp (Daemen University)
CE Instructor: Vicki Madaus Knapp, Ph.D.

As the demand for online education and training increases, it is important to evaluate online teaching tools. These four studies investigate the effectiveness of combining online tools with behavioral teaching strategies to deliver instruction, actively engage students and measure success. All four studies demonstrate improved educational outcomes for graduate students in behavior analysis and special education. The first study demonstrated the effects of Sharable Content Object Reference Model (SCORM) modules to increase active student responding in an asynchronous, online course. The second study offers a mechanism for measuring the generalization of cultural competencies through online, curriculum-based evaluation. The third study examined the use of Behavioral Skills Training (BST) to develop soft skills in behavior analysis trainees on an online platform. The fourth study used the Quizlet LIVE application to increase engagement and performance of special education graduate students. Together these studies demonstrate the benefits of incorporating behavioral strategies into online learning environments.

Instruction Level: Intermediate
Keyword(s): ASR engagement, cultural competencies, online-education, soft-skills
Target Audience:

Faculty, Supervising BCBAs

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Explain how a variety of online tools can be effectively used to increase active student responding during online asynchronous instruction and in-person graduate courses in ABA and Education (2) Discuss the benefits of assessing the generalization of knowledge and application of DEI content within a series of online graduate courses and describe a framework for assessment. (3) Describe how behavioral skills training and online tools can be used to teach soft skills to behavior analysis trainees
Diversity submission Impact of Active Student Responding on Student Learning in an Online, Asynchronous Course
MICHELLE A. HICKMAN (Daemen University)
Abstract: The positive impact of active student responding on student learning has been demonstrated across a variety of ages, abilities, and content areas. Tools such as response cards and choral responding have been used to improve acquisition of knowledge and skills, student behavior, and feedback to the teacher. With recent increases in the demand for online learning it is important to evaluate the effects of similar strategies in online environments. The purpose of this study was to evaluate the effects of increased active student responding on the acquisition and generalization of knowledge about the concepts and principles of applied behavior analysis. A changing criterion design was used to compare quiz scores for content learned under low and high active student responding conditions from graduate students in an asynchronous online course. Results of the study demonstrated that students achieved higher scores on quizzes under high rates of active student responding compared lower levels of active student responding. Across 38 students, scores on concepts that were taught with low levels of active student responding averaged 66% while concepts taught with high levels of active student responding averaged 81%. Social validity of the results and intervention were also evaluated, with positive outcomes.
Diversity submission An Online Curriculum Based Evaluation of Cultural Competencies
VANESSA PATRONE (Daemen University )
Abstract: Coursework related Diversity, Equity and Inclusion (DEI) are increasingly valued as a part of behavior analytic training programs. However, the effects of this type of coursework is not commonly evaluated. The purpose of this project was to develop a mechanism to evaluate the effectiveness of a required Ethnic and Cultural Diversity course in a professional, license-bearing graduate program in Applied Behavior Analysis. By analyzing student performance on selected items in subsequent coursework, instructors can better evaluate the generalizability of the DEI content being taught. Results indicated that students were more likely to identify relevant cultural variables in a functional assessment case study when they had previously taken coursework focusing on Ethic and Cultural Diversity when compared to their classmates who had not yet taken the course. Furthermore, results suggested that repeated exposure to relevant DEI curricular components were more effective than a single presentation. Implications for curricular mapping are discussed as well as the benefit of embedded versus stand-alone DEI content in training programs.
Diversity submission 

Using Behavioral Skills Training to Develop Soft Skills in Behavior Analysis Trainees

JESSICA DONNELLY (Capella University / Positive ABA)

A multiple baseline across skillset design was utilized to examine the use of behavioral skills training (BST) to develop soft skills in five behavior analysis trainees. BST sessions included instruction on each item in the skillset, a video model, rehearsal opportunities, and feedback. Three skillsets were taught including rapport building, interpersonal, and feedback giving skills. The teaching observations employed a confederate research assistant to ensure opportunities to demonstrate soft skills. The outcomes revealed that BST successfully increased performance from baseline to intervention and generalization for all participants. The average across participants and skillsets during baseline 17.1%, BST 91.78%, teaching observations 86.1%, and generalization 88%. There was a very strong effect reported using the Tau statistic across participants (Tau= .96; p<.0001) and across skillsets (Tau= .98; p<.0001). Social validity scores indicated that the intervention and development of soft skills were important abilities to the participants. Overall, the research study demonstrates the recommendations and guidelines present in the literature relative to soft skills and trainee can be taught.

Diversity submission 

Effects of a Technology-Based App on the Academic Performance of College Students

SHOBANA MUSTI (Pace University)

The purpose of this was to examine the differential effects of a technology-based app versus traditional methods of reviewing content on the academic performance and in-class participation of students enrolled in a college course. In this study, Quizlet LIVE application was used as the technology-based app to increase engagement and performance of special education graduate students. The variables measured and analyzed in this study were (a) quiz scores, (b) student engagement, and (c) student preferences. Students’ scores on weekly quizzes and active and passive engagement during class were recorded. Although preliminary analysis of data show comparable quiz scores across both Quizlet LIVE and traditional review conditions, the acceptability survey indicated that students preferred the group-oriented contingency of the Quizlet LIVE review over the traditional review. Data on individual engagement will be presented.




Back to Top
Modifed by Eddie Soh