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.

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50th Annual Convention; Philadelphia, PA; 2024

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Symposium #94
CE Offered: BACB
Behavioral Science in Higher Education: Empirical Investigations on Teaching at the University Level
Saturday, May 25, 2024
12:00 PM–12:50 PM
Marriott Downtown, Level 5, Grand Ballroom Salon AB
Area: TBA/EDC; Domain: Applied Research
Chair: Thomas L. Zane (University of Kansas)
CE Instructor: Thomas L. Zane, Ph.D.
Abstract: Behavioral science investigates the variables that influence behavior. Our field has positively impacted many areas of human endeavor, including clinical treatment, behavioral pediatrics, health, and counseling. In addition, our conceptualization of education has benefited that field. Behavioral science has positively impacted the field of education. From Keller’s Personalized System of Instruction (PSI) to Lindsley's Precision Teaching, to Englemann and Carnine's Direct Instruction, and including Boyce and Hineline's InterTeach system, our field has defined many variables that positively influence learning at all levels, from early childhood through adulthood. The presentations in this proposed symposium continual empirical investigations into the creation of learning environments to promote student learning. All 3 presentations in this symposium focus on higher education and some aspect of teaching evaluations. One will review the extent to which InterTeach has been replicated across various college classes and content. Another presentation will compare the influence of InterTeach and Discussion boards in online university classes. A third presentation will examine the influence of SAFMEDS in a university course. The application of behavioral science to education is the best way to understand the most effective way of educating higher education learners.
Instruction Level: Intermediate
Keyword(s): higher education, teaching
Target Audience: behavior analysts who are teachers at the university.
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) orally describe at least 3 behaviorally oriented teaching strategies; (2) describe the extent to which InterTeach has been replicated in higher education classrooms; (3) Describe the impact that SAFMEDS instruction had on learning behavior analytic terminology.
 

Comparing Interteaching and Discussion Forums in an Asynchronous Online Classroom

Sacha Shaw (Endicott College ), Jennifer Posey (Endicott College), Thomas L. Zane (University of Kansas), Mary Jane Weiss (Endicott College)
Abstract:

Boyce and Hineline created an in-classroom methodology called “InterTeaching,” originally for the purpose of getting students to interact more in class. Since then, it has been investigated across many different settings, learners, and content areas. Since Interteaching is an educational intervention derived from behavior analytic technologies, it is important to continue to evaluate not only its impact on learning, but to learn what components of the InterTeach methodology is most impactful. The current study compared the effects of interteaching and discussion forum activities on quiz performance in an asynchronous master's level course using an alternating treatments design. Six participants engaged in interteaching in half of the weeks and contacted the discussion forum in the alternate weeks. Participants generally scored higher on quizzes in the interteaching condition (M = 96.9%) than in the discussion forum condition (M = 75.95%). The mean difference between conditions was -20.95 ± 3.4. Results of this analysis indicate statistically significant differences between the two conditions at P < .0003. The efficacy of various instructional strategies in online learning environments is discussed.

 
Interteaching in Higher Education: A Review of the Fidelity to the Original Boyce and Hineline Procedure
JENNIFER LYNN HILTON (Endicott College), Thomas L. Zane (University of Kansas)
Abstract: Behavioral science has revealed the 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 areas. 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 face to face and remote college-level courses 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 in its entirety 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. Without fidelity to the original components, the effectiveness of Interteach as a procedure cannot be truly known.
 

Evaluation of a Multiple Exemplar SAFMEDS Procedure to Promote Generalization and Accessibility of Behavior Analytic Terms

KIMBERLY MARSHALL (University of Oregon), Menaka Kumari De Alwis (University of Oregon), David William Cosottile (University of Oregon), Wendy A. Machalicek (University of Oregon)
Abstract:

While standard procedures for SAFMEDS are widely accepted for improving fluency, procedural variations have emerged over time. For example, multiple practice drills per day have been shown to improve fluency and multiple exemplar training has emerged as a potentially advantageous variation for improving generalization. The purpose of the present study was twofold. First, an alternating treatments design was used to replicate previous studies evaluating the impact of multiple exemplar training within a SAFMEDS procedure on graduate students’ fluency, retention, and generalization of behavior analysis terms. Second, the study extended from the previous literature by including technical and precise everyday language definitions within the multiple exemplar procedure and evaluating participants generalization by asking students to create novel, everyday definitions that could be used to explain behavior analysis terms to stakeholders. Findings will be discussed in reference to best practices for training future behavior analysts to fluently identify behavior analysis terms and to translate those terms into user friendly explanations accessible to clients and stakeholders.

 

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