Association for Behavior Analysis International

Behavior analysts are bound to the use of scientific knowledge in scientific and professional judgments. The aim of this symposium is to provide evidence that the classroom is not an exception to this tenet. The format of instructional delivery in higher education has expanded past the traditional text and lecture format. Accordingly, this symposium will review novel approaches to teaching with an aim to contribute to the evidence of non-traditional pedagogical approaches. Approaches discussed will include active responding via online asynchronous discussion, the use of interteaching in online coursework, classroom exercises developed to demonstrate principles of learning and other forms of behavior, and the use of matching-to-sample (MTS) and computer-aided personalized system of instruction to teach definitions of concepts, and design, and conduct MTS teaching.

Since the mid-1990s, the Laboratory of Comparative Psychology and Behavioral Biology at Oklahoma State University have developed a number of exercises appropriate for classroom use to demonstrate principles of learning and other forms of behavior. These activities have primarily focused on animals such as snakes, planarians, houseflies, earthworms, wasps, and honey bees. We have also developed exercises using fish based on an inexpensive apparatus we have created called the Fish Stick. Other exercises to be discussed include project Petscope which turns local pet stores into animal behavior research centers, Correspondence in the Classroom which helps students learn to write letters to scientists in various fields, Action Figures in Comparative Psychology which stimulates interest in comparative issues, and the Labyrinth in which students negotiate an object through various obstacles. These teaching activities are summarized and the advantages and limitations of each are discussed. We also discuss how our activities can be used to stimulate interest in the STEM disciplines especially when used in conjunction with our psychmobile program. Tables will be presented as a ready reference for using the activities and we are glad to offer assistance.

Interteaching is an instructional design and delivery method that incorporates elements of Personalized Systems of Instruction and Peer tutoring. Students complete reading guides in groups of 2-3 and lectures are delivered only on concepts where there is a need for clarification. There is quite a bit of literature supporting the use of interteaching to increase acquisition and retention of material. However, no literature exists that supports the use of interteaching in an online format. In this presentation, I will describe the design and delivery of online interteaching conducted in Fall Semester 2016. Two courses will be described: an undergraduate introduction to behavior analysis course and an upper-level graduate course in behavior analysis methodology. Data presented will include total time preparing and delivering instruction, total time grading, student reviews and suggestions, and student outcome data.

Matching-to-sample (MTS) teaching consists of presenting a stimulus called sample followed by stimuli called comparisons from which an individual makes a choice. Research shows that MTS is effective in teaching basic academic skills such as word reading to a varied population range including children with learning disabilities. A training program to promote knowledge and use of this teaching technology was evaluated in the present study. Specifically, we compared two intervention packages - a manual by itself and the manual in combination with a computer-aided personalized system of instruction (CAPSI) to teach university students how to define concepts, and design, and conduct MTS teaching. Tests also evaluated generalization to novel words and generalized designing and conducting MTS-related teaching. A group design with five and seven participants in experimental and control groups, respectively, was used. During pre-intervention all participants received written and applied tests involving MTS teaching. During training the control group received the manual while the experimental group received the manual and CAPSI. During post-intervention, participants again received written and applied tests, except that those who did not meet 80% accuracy in designing MTS teaching received further intervention. Results indicate that CAPSI produced better results in teaching concepts and in generalized designing and conducting MTS-related teaching.