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.


38th Annual Convention; Seattle, WA; 2012

Event Details

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Symposium #338
Research on Online Instruction in Behavior Analysis
Monday, May 28, 2012
10:30 AM–11:50 AM
612 (Convention Center)
Area: TBA/EDC; Domain: Basic Research
Chair: David J. Fischer (Rutgers University)
Abstract: The popularity and prevalence of online (distance) learning has increased over the past several years. Many college and universities offer instruction in applied behavior analysis via an online format. With the scientific perspective and research competencies of behavior analysts, we are in a good position to empirically investigate the best practice in conducting distance learning. The papers in this symposium will discuss recent developments in distance learning and discuss research questions that need to be addressed in order to ensure that online instruction results in the acquisition of knowledge and skill competencies that maintain and generalize over time.

Developing Research Strategies for Studying the Effects of Blended Instruction

LISE RENAT ROLL-PETTERSSON (Stockholms Universitet), Shahla S. Ala'i-Rosales (University of North Texas)

The purpose of this presentation is to present an overview of blended instruction as it applies to the education and training of behavior analysts and to highlight research strategies for understanding the effects of blended instruction methodologies. We will present methods of inquiry and variables of interest. Each of these will be discussed in the context of the subject matter and the cultural considerations that are inherent in blended education.


Innovative Approaches to Online Instruction at Florida Tech

JOSE A. MARTINEZ-DIAZ (Florida Institue of Technology), Carelle A.D. Harris-Fortune (Florida Institute of Technology), Joshua K. Pritchard (Florida Institute of Technology)

Since the inception of our ABA online program at the Florida Institute of Technology, we have created and tested a variety of innovative approaches to teaching behavior analysis online. We have examined new ways to use behavioral technology in content delivery and testing to methods of enhancing our co-instructors' performance. In this presentation, we will describe some of these innovations, share data of their impact (good or bad) on the performance of our students and our co-instructors, and explain how we made decisions from these data.


Vodcasts, Podcasts, and Discussion Forms-Oh My! The Role of Various Online Course Delivery Capabilities and Their Impact on Student Learning and Participation

MALCOM PATTERSON (Endicott College), Thomas L. Zane (Institute for Behavioral Studies), Michael F. Dorsey (Endicott College), Mary Jane Weiss (Endicott College), Philip N. Chase (Cambridge Center for Behavioral Studies)

Technology has provided instructors with capabilities that can enrich online instruction. Some of these include videocasts and podcasts of professors lecturing, online discussion groups, and "virtual classrooms." Although all of these instructional activities could be thought of as enriching student learning and engagement, there are no empirically derived data on their actual impact on student learning and participation. We will discuss the strengths and weaknesses of these activities, and the possible impact on dependent measures important to online instruction.


A Comparative Analysis of the CABA-Tech Online Program to the CABA-Tech Classroom Program

EMILY WHITE (Endicott College), Michael F. Dorsey (Endicott College)

An unfulfilled need is to provide intensive behavior analytic training to entry level service providers (e.g., instructional aides). One such program involves intensive, competency-based training delivered online. An overview of the CABA-Tech program is presented with comparative data from the online and classroom-based models of the training program. The 2 models are compared by participants' rate of completion, accuracy on first-trial responses on quizzes, and social validity ratings from participants.




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