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.


34th Annual Convention; Chicago, IL; 2008

Event Details

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Paper Session #160
International Paper Session - Applications of Behavioral Instruction Across Content Areas
Sunday, May 25, 2008
9:00 AM–10:20 AM
Area: EDC
Chair: Frank Hammonds (Troy University)
Interteaching: An Introduction and Some Modifications.
Domain: Applied Research
FRANK HAMMONDS (Troy University)
Abstract: I was introduced to “interteaching” at the 2003 ABAI convention. Since then I have employed it in my basic statistics course. In this presentation, I will discuss the history of interteaching, my experiences with it so far, and some changes I have made to the original program. One of the changes has been the addition of brief lectures prior to the interteaching sessions. I will discuss the reasons for this as well as whether this violates a basic assumption of interteaching. Finally, I will present feedback from students about my current version of interteaching and possible further modifications of this procedure.
Programmed Instruction and Interteaching: Applications to Technology Education.
Domain: Applied Research
HENRY H. EMURIAN (University of Maryland, Baltimore County)
Abstract: To support acquiring a technical skill, eighteen undergraduate students taking a course entitled “Graphical User Interface Systems Using Java” completed a programmed instruction (PI) tutoring system that taught a Java applet computer program. During the next class, students participated in an interteaching session based on the identical program. Twelve objective questions assessing rule-governed learning were administered before and after the PI training and after the interteaching session. During the interteaching session, students worked in pairs and could discuss the 12 questions together while completing questionnaires individually. The 12 questions were also included within a graded quiz administered during a subsequent class. Sixteen of 17 students (one student did not complete a post-PI questionnaire) showed improvement in test performance after PI training. Thirteen of those 17 students showed further improvement after the interteaching session. There was a significant correlation in interteaching test scores between members of the nine pairs. However, the correlation did not persist to the quiz, and five of the 18 students showed a performance decrement compared to the interteaching session. Although students reported value in the interteaching session, having students work together may not always insure equivalent knowledge in both pair members as an outcome of that occasion.
Variation of Learning when Using Different Language Modes in an Academic Interaction in the Biology Matter.
Domain: Applied Research
JOSUÉ CAMACHO CANDIA ANTONIO (Universidad Autónoma de Tlaxcala), Mónica Mejía García (Instituto Tecnológico de Apizaco), Ana Luisa Rivera Granados (Instituto Tecnológico de Apizaco), Irene Corona Flores (Instituto Tecnológico de Apizaco), Antonio Camacho Ramírez (Instituto Tecnológico de Apizaco), Diana Ordoñez Pérez (Instituto Tecnológico de Apizaco)
Abstract: An experimental study with pre- and post-test data was carried out in a group of first-year secondary school students. The students were divided aleatorily into two groups of 17 students each. The purpose was to evaluate the learning degree on topics of biology subjects in the students, using in the first group the interaction with the following language modes: see-pointing out, listening-speaking and reading-writing. For the first group, this interaction was by means of presentation on an LCD projector on the selected topic and evaluated previously. In the second group, a traditional class was only supplied with a marker and board. The results indicate learning in both cases, but with a difference of 3.65 points, in the first group with diverse linguistic interaction the learning average was of 6.88, and in the second one the learning average was of 3.23.



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