Association for Behavior Analysis International

The Association for Behavior Analysis International® (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.


47th Annual Convention; Online; 2021

All times listed are Eastern time (GMT-4 at the time of the convention in May).

Event Details

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Symposium #35
CE Offered: BACB
Using Interteaching Online: Research and Practice
Saturday, May 29, 2021
9:00 AM–10:50 AM
Area: TBA/EDC; Domain: Translational
Chair: Catherine M. Gayman (Troy University)
Discussant: James L. Soldner (University of Massachusetts Boston)
CE Instructor: Catherine M. Gayman, Ph.D.

Studies on interteaching have shown that it leads to higher exam scores, more positive course evaluations, and increased levels of student participation in class. Most interteaching research has been conducted in traditional face-to-face classes, thus there is a need to demonstrate the efficacy of this approach in online learning environments. The first presenter will acquaint the audience with interteaching and discuss results of a literature review summarizing the published research that has evaluated interteaching in an online environment. The second presenter will describe results of a study which evaluated the effect of adding cumulative exams to the interteaching method in an online asynchronous class. The third presenter will highlight the findings of a study on the effect of instructor presence on student engagement during online synchronous interteaching discussions. The final presenter will review the interteaching literature related to the effect of different components of interteaching on student outcome, and include a tutorial on how to implement components of interteaching in an online classroom. Together, these four presentations illustrate current online interteaching research and practice in higher education.

Instruction Level: Basic
Keyword(s): higher education, interteaching, online, pedagogy
Target Audience:

Academics, supervisors, and teachers.

Learning Objectives: After attending this symposium, participants should be able to: 1) Identify and describe the basic components of interteaching; 2) Describe the few studies that have evaluated interteaching in an online format; 3) Summarize the main findings of a study investigating adding frequent cumulative exams to interteaching; 4) Summarize the main findings of a study evaluating instructor interaction during interteaching discussions; 4) Explain how to implement components of interteaching in an online classroom
Interteaching on the ‘Net: A Review of Research on the Viability and Effectiveness of Interteach in Online University Instruction
(Basic Research)
JENNIFER LYNN HILTON (Endicott College), Thomas L. Zane (University of Kansas), Jessika Tucker (University of Kansas)
Abstract: With the world pivoting to remote/online instruction, effective teaching is more important than ever. A behavioral analysis of teaching and learning has revealed principles and strategies that are causally related to effective instruction. One behavioral instructional package is Interteach, a set of procedures employed to promote student interaction, exposure to the material, and cooperative learning. This strategy has been used at the undergraduate and graduate level, and across content area. Robust research literature exists showing Interteach causally related to improved learning outcomes. The purpose of this presentation is to review the literature published using Interteach in college-level remote online classes to evaluate the extent to which the application of Interteach met the components of the Interteach method originally described by Boyce and Hineline (2002). A literature search was conducted to identify studies in peer reviewed journals. Only experimental studies were reviewed and rated against the list of components of the original Interteach method. Results showed that the original Interteach methodology has rarely been used by researchers evaluating the Interteach approach. Results will be discussed in terms of the validity of the Interteach method, the potential flexibility of this approach, and recommendations for researching Interteach in the future.
Improving Interteaching by Adding Frequent Cumulative Exams
(Applied Research)
CATHERINE M. GAYMAN (Troy University), Stephanie Jimenez (University of Pittsburgh at Johnstown), Stephany Hammock (Troy University), Sherwhonda Taylor (Troy University)
Abstract: The present study evaluated the effect of using cumulative versus noncumulative exams in two nine-week online asynchronous classes. Participants were undergraduate students enrolled in one of two sections of a psychology of learning course (N = 77). The study used a group design, in which one section of the course used cumulative weekly exams, whereas the second section of the course used weekly chapter exams. Results showed that cumulative final exam scores were significantly higher after students had been taking cumulative exams all term, which suggests that combining cumulative exams with interteaching improves long-term retention of information. Students in the noncumulative section of the course reported higher ratings when asked if they crammed for the final exam and they rated the overall quality of interteaching components lower. Overall, the present findings suggest that cumulative weekly exams can increase the effectiveness of interteaching.

Does Instructor Presence Facilitate or Hinder Discussion During Online Synchronous Interteaching Sessions?

(Applied Research)
CHRISTINE HOFFNER BARTHOLD (George Mason University), Julie Shank (George Mason University), Wejdan Al-Samawi (George Mason University), Engie Martin (George Mason University), Katrina Woods (George Mason University)

The present study is an extension of the previous study presented at ABAI International in 2019. The investigators looked at the effects of instructor presence on student engagement in an online graduate behavior analysis class. Student engagement and instructor presence were evaluated in an interteaching environment. Interteaching is an approach which incorporates engagement between at least two students and/or student with faculty to improve learning and increase fluency of definitions and class material (Boyce & Hineline, 2002). In this study, participants were assigned to groups based on availability and given weekly preparation guides, composed by the instructor, to answer collaboratively and subsequently submit for further clarification. Student engagement and instructor presence were recorded using partial-interval recording and a modified alternating treatments design.


“Now What?!” Adaptations of Interteaching to Online Settings: A Tutorial and Ideas for Research

(Basic Research)
CAMILO HURTADO PARRADO (Troy University & Konrad Lorenz Fundación Universitaria), Lucia Medina (Fundacion Universitaria Konrad Lorenz, Colombia.), Julian Cifuentes (School of Psychology, University of Birmingham, United Kingdom. ), Nicole Pfaller-Sadovsky (Queen's University Belfast)

Interteaching is a behavioral instruction method that departs from the traditional lecture format in College settings (Boyce & Hineline, 2002). Though previous research has consistently supported its effectiveness (Querol et al., 2015; Saville et al., 2011; Sturmey et al., 2015), a recent meta-analysis (Hurtado-Parrado et al., under review) found that less than 5% of published studies reported implementation of interteaching in online settings (synchronous or asynchronous). The dramatic increase in remote teaching due to the COVID-19 pandemic has required instructors to adjust their methods accordingly, including those implementing in-person interteaching. The experience of adapting interteaching to synchronous and asynchronous online instruction will be described. While doing so, data related to different components of interteaching and their relation to students’ performance will be discussed, with an emphasis on the relationship between Preparatory Guides (10-15 questions of varying complexity based on the course readings) and Discussions (students peer review the Preparatory Guides of other students). Preliminary data show that scores on Preparatory Guides and Discussions significantly predict 44% of the variance in Quiz scores. A related mediation analysis (Hayes, 2013 - Model 4) indicates that the relationship between Preparatory Guides and Quiz scores is significantly mediated by Discussions (95% CI [.1038, 1.3795]).




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