|Advances in Interteaching Methodology: 10 Years of Behavioral Innovation|
|Sunday, May 27, 2012|
|9:00 AM–10:20 AM |
|613/614 (Convention Center)|
|Area: TBA; Domain: Applied Research|
|Chair: Matthew Gene Swerdan (Youngstown State University)|
|Discussant: Philip N. Hineline (Temple University)|
|CE Instructor: Rocio Rosales, Ph.D.|
Interteaching, an emerging evidence-based behavior analytic teaching method, has been shown to positively impact student learning and satisfaction. This symposium will first provide a broad overview of interteaching and its key components. Next, a brief review of past and present interteaching research will be provided. In particular, in an effort to determine which components of interteaching contribute to its efficacy; 2 different component analyses of interteaching will be discussed. The first component analysis focused on the effectiveness of the lecture component of interteaching on student exam performance. The second component analysis focused on an evaluation of the effectiveness of pair discussion on student quiz performance. A third interteaching study focused on the effects of interteaching on student performance with application-based activities, as well as its utility in longer class periods and with other teaching technologies. The symposium will culminate with recommendations for those interested in future interteaching-related research.
|Keyword(s): College Instruction, Education, Interteaching|
|Interteaching: Review, Research, and Recommendations|
|BRYAN K. SAVILLE (James Madison University)|
|Abstract: Interteaching is an approach to classroom instruction that has its roots in behavior analysis (Boyce & Hineline, 2002; Saville, Lambert, & Robertson, 2011). Since Boyce and Hineline’s introduction of interteaching nearly a decade ago, a growing number of studies have found it to increase student-learning outcomes relative to more traditional teaching methods (e.g., Saville et al., 2005; Saville et al., 2006). In addition, researchers are beginning to examine which of interteaching’s several components contribute to its efficacy. Saville and Zinn (2009), for instance, found that the quality-points component of interteaching did not affect exam performance in an introductory psychology course. In another study, Saville, Cox, O’Brien, and Vanderveldt (in press) found that the lecture component of interteaching contributed to students’ overall course grades.
In this presentation, I will briefly describe the interteaching method, discuss studies that have compared interteaching to more traditional teaching methods, and then review recent research that has attempted to determine which of interteaching’s several components contribute to its efficacy. To close, I will provide recommendations for researchers wishing to study further this seemingly effective behavior-analytic teaching method.|
|A Preliminary Analysis of Pair Discussion on Student Quiz Performance|
|ROCIO ROSALES (Youngstown State University), Matthew Gene Swerdan (Youngstown State University), James L. Soldner (Utah State University)|
|Abstract: Since Boyce and Hineline’s (2002) seminal article on interteaching, several studies have empirically evaluated this behavioral teaching method and its ability to enhance student learning and satisfaction when compared to traditional methods of instruction (e.g., lecture; Saville et al., 2006). To date, few interteaching studies have evaluated the components of interteaching that may contribute to its overall effectiveness (e.g., Saville et al., 2009). Therefore, the purpose of the present study was to evaluate the effectiveness of one of the primary components of interteaching, pair discussion, on student quiz performance. An alternating treatments design was employed in which pair discussion was alternated with a large class discussion throughout the semester. Research participants consisted of a total of 35 undergraduate students enrolled in an introductory course in applied behavior analysis. During each experimental condition, all other components of interteaching were in effect, including prep guides, clarifying lectures, post-discussion quizzes for each chapter, and quality points. Feedback on quiz performance was made immediately available to students upon submission of each quiz. Preliminary results indicate slightly higher quiz scores when pair-discussions were in place. These results will be discussed in light of the quiz format, social validity measures, and directions for future research in this area.|
The Effects of Interteaching, Evaluation, and Application Tasks on Student Performance on Application-Based Activities
|CHRYSTAL E.R. JANSZ (Texas Tech University), Wesley H. Dotson (Texas Tech University)|
The purpose of this investigation was to address 3 contemporary questions related to interteaching (Boyce & Hineline, 2002). First, while behavior analysts have developed numerous technologies that promote learning in higher education, investigations of the effects of these instructional methods on student performance rarely look at outcomes on application based assessments or clinical activities outside the college classroom. Second, the implementation of interteaching has been limited to shorter, more frequent class meetings in the literature. Finally, it is not clear, when implementing interteaching in a longer class period, with what other teaching technologies interteaching can be effectively and feasibly paired. Here, data will be presented on the effects of interteaching, used in conjunction with evaluation and application exercises, on studentsï¿½ performance on short-essay based application quizzes and clinical assessment skills conducted in a public school classroom for a 3-hour undergraduate course on Assessment in Special Education.