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| Teaching Behavior Analysis in Higher Education |
| Sunday, September 29, 2019 |
| 2:00 PM–2:50 PM |
| Stockholm Waterfront Congress Centre, Level 2, C1 |
| Area: TBA/EDC; Domain: Translational |
| Chair: Torunn Lian (Oslo Metropolitan University) |
| Abstract: How to go about to improve the teaching and learning of the principles and applications of behavior analysis is a multifaceted challenge. Some of the questions involved are how to teach, how to practice and how to evaluate the effectiveness of our teaching. At another level, and a core challenge in areas and countries where expertise in behavior analysis is hard to find, is how to organize and provide high quality courses to students who live in such areas. The three papers in the present symposium take different perspectives on some of these issues. The first paper will present a literature review on the efficacy of interteaching in higher education. The second paper will present a study on the effects of equivalence procedures as part of an undergraduate course in applied behavior analysis. The third presentation will present findings from an intercultural graduate level blended learning course in applied behavior analysis with students enrolled in four Nordic-Baltic universities. |
| Instruction Level: Basic |
| Keyword(s): blended learning, higher education, Interteaching, stimulus equivalence |
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Review on the Use of Interteaching: 2014–2018 |
| (Theory) |
| HANNA STEINUNN STEINGRIMSDOTTIR (Oslo Metropolitan University), Erik Arntzen (Oslo Metropolitan University) |
| Abstract: Studies have shown that students tend to favour student active learning such as flipped classroom and peer instruction compared to traditional lectures. Interteaching is a procedure, based on behaviour principles, where the emphasize is on student active learning. In interteaching, students work on study guides, discussing the course material in pairs, and make notes on what they do not understand. The teacher then designs short lectures based on these notes. However, for interteaching to be evaluated as evidence based, studies must verify its efficacy. Sturmey, Dalfen and Fienup (2015) did a literature review in March 2014, identifying 18 articles on interteaching using Google Scholar and PsychINFO. The current study is a replication of Sturmey et al. conducted in December 2018. We limited the search to the period from March 2014 to date, using Google Scholar, PsychINFO, and ERIC. The review lead to identification of 12 articles on interteaching, published in 10 different journals in six different courses (e.g., psychology, physiology and nursing). The studies will be described and discussed. |
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Comparing Two Student Active Formats in Establishing Basic Behavior Analytic Concepts |
| (Applied Research) |
| HANNE AUGLAND (Oslo Metropolitan University), Torunn Lian (Oslo Metropolitan University), Erik Arntzen (Oslo Metropolitan University) |
| Abstract: This study investigated the relative effects of procedures used in equivalence research and a student active learning format (SALF) in establishing basic behavior principles. Equivalence procedures included matching-to-sample (MTS) training and test and SALF included elements from peer instruction and flipped classroom. All participants, college students, experienced both SALF and MTS. Some experienced MTS in an early phase (MTS–SALF group) and others experienced MTS at the end of the course (SALF–MTS group). A multiple choice test was presented three times (pre-test, post 1 and post 2). The MTS component included a generalization test. The results showed that MTS was equally effective as SALF and no effect of order was obtained. However, participants experiencing MTS in a late phase fulfilled the experiment and they were more positive to the MTS training in a social validity questionnaire than participants who experienced MTS in an early phase. Finally, participants who formed equivalence classes performed better on a generalization test than participants who did not form classes. Despite some limitations, the present results adds to previous findings demonstrating the effect of MTS in higher education and extends these by comparing the outcome of MTS to student active learning format. |
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| Blended Learning and Intercultural Considerations; Applied Behaviour Analysis and Higher Education |
| (Service Delivery) |
| LISE RENAT ROLL-PETTERSSON (Department of special education), Shahla Susan Ala'i-Rosales (University of North Texas), Annika Käck (Stockholm University), Kari Hoium (Oslo Metropolitan University) |
| Abstract: Advances have been made globally within Institutes of higher education concerning professional training in the discipline of behavior analysis and autism interventions. However, there are still a limited number of universities with staff having the necessary competencies and qualifications in these areas, leading to discrepancies and low quality interventions affecting the personal well-being of children with autism and their families. Computer mediated technologies, such as blended-learning present opportunities for collaboration between universities and countries lacking competence in applied behaviour analysis. This presentation will describe findings from an intercultural graduate level blended learning course in applied behaviour analysis with an autism focus. Students were enrolled in universities in four Nordic-Baltic countries. Country based focus group interviews and surveys were used to explore student's experiences and perceptions. Results indicate that access to expertise and interacting with other cultures were noted to positively affect learning experience. However, risk for cultural divide due to discrepancies in technology, differing pedagogical traditions, and understanding of English were also reported. Implications, and suggestions for enhancing cross-cultural collaboration in behavior analysis through blended-learning will be presented. |
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