This review provides a historical overview of behavioral teaching methods that have demonstrated efficacy across age groups, educational levels, and disciplines. In particular, we focus on a recent behavioral teaching method known as interteaching to highlight its effectiveness as a user-friendly alternative to the traditional classroom lecture. Applications of prior behavioral teaching methods will be briefly highlighted, followed by a more thorough overview of the empirical data to date supporting interteaching as an effective behavioral teaching method to increase academic engagement, learning, and satisfaction in the classroom. Key recommendations for pedagogy resulting from this research and a guide for future directions are provided.
The present paper describes two studies in which participants with and without acquired brain injuries were compared on a temporal discounting task involving various hypothetical amounts of money available at varying delay values. During Experiment 1, both groups of participants were presented with choices between amounts of money ranging from 1 to 1000 US dollars at delays from 1 week to 10 years. The results obtained from this procedure were consistent with previous models of temporal delay discounting for control group participants, yet not for the majority of the participants with acquired brain injuries. During Experiment 2, adjustments in hypothetical amounts and delays were made whereby the amounts of money ranged from 1 to 20 US dollars at delays from 1 day to 1 year. These manipulations yielded data generally consistent with temporal delay discounting models previously reported in the published literature. The utility of using delay discounting procedures as a means of assessing impulsivity in persons with acquired brain injuries is presented.
Purpose: Interteaching, an emerging, empirically supported behavioral teaching method, has been recently and successfully introduced in the college classroom. Historically, most interteaching studies have been conducted in didactic classroom settings. To date, no published interteaching studies have used an online course format. Furthermore, no component analysis of the pair discussion component of interteaching has been published. Therefore, this study was intended to examine the pair discussion component of interteaching in an online graduate rehabilitation course.Method: Two conditions were randomly assigned across participants and sessions. The first condition included all key components of interteaching in which student dyads were placed in breakout rooms to discuss the assigned preparation guide. The second condition involved all components of interteaching, with the exception of pair discussion. In this condition, students were placed in breakout rooms to complete the preparation guide on their own. Average student quiz scores were compared across conditions.Results: The pair discussion condition resulted in higher student quiz scores, p < .01. In addition, social validity findings indicated the majority of students reported preference for interteaching with the inclusion of the pair discussion component than without.Conclusions: Finally, limitations of this study and future directions for interteaching technology in online education is discussed.
In prior analysis of interteaching with a quality points contingency no significant difference was reported in student exam scores when quality points were made available. In the present study, we employed an alternating treatments design to compare student performance on post-discussion quizzes when a quality points contingency was alternated across class sessions and feedback on quiz performance was provided immediately following the submission of each quiz. Results indicate average quiz performance was slightly higher following class sessions with the quality points contingency.
The current study examines the utility of a range of behavioral strategies involving group and individual performance feedback for direct care staff in an in-patient acquired brain injury setting. We first assessed the level of staff completion of behavioral programs for persons with brain injury who resided in one of two residential houses. A weekly percentage score for the entire house was obtained that reflected the completion of behavior programs in each residence. In a multiple baseline fashion across houses we varied the types of feedback intervention introduced to staff, which included in-service training on the importance of completing behavior programs, a weekly public posting of overall program completion by house, and a weekly public posting of completion of programs by specific staff members.
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