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

Previous Page


Symposium #561
CE Offered: BACB
No Time for Sleep: Active Student Responding in College Classrooms
Tuesday, May 27, 2008
12:00 PM–1:20 PM
Williford C
Area: EDC/TBA; Domain: Applied Research
Chair: David Bicard (University of Memphis)
Discussant: Matthew Tincani (University of Nevada)
CE Instructor: David Bicard, Ph.D.

Although 30 years of research on the effectiveness of active student responding on student achievement and behavior exists for students in grades K-12, there are a limited number of empirical, peer-reviewed studies that address active student responding with post secondary students. This symposium will present the results of three studies on active student responding weve conducted in our classrooms. The first two studies involved the use of electronic guided notes vs. paper guided notes, and electronic response systems vs. single student responding on next class quizzes and application assignments. The third study involved the effects of SAFMEDS of on students discrimination of terms in ABA and on response generality and long-term maintenance of behavior.

Effects of Student Response System vs. Traditional Techniques on College Students' Quiz and Application Performance.
SARA C. BICARD (University of Memphis), David Bicard (University of Memphis), Clinton Smith (University of Memphis), Esther Joy Plank (University of Memphis), Richard C. Casey (University of Memphis), Laura Baylot Casey (University of Memphis)
Abstract: This presentation will describe an empirical investigation of active student responding utilizing an electronic student response system vs. single student responding in two post-secondary classes (teaching methods for students with mild-moderate disabilities and classroom management). An alternating treatments design was used to test the effects of the two procedures on students’ next session quiz performance and on application tasks.
Effects of Handwritten vs Electronic Guided Notes on College Students’ Recall and Application.
SARA C. BICARD (University of Memphis), David Bicard (University of Memphis), Hirofumi Shimizu (Headsprout)
Abstract: Numerous studies have investigated instructor prepared handouts that have cues to write important information from a lecture. However, relatively few have been conducted with college students and these studies have not evaluated the effects of guided notes on students’ ability to apply the information covered in the notes. In addition, none of the studies involved using computers to take notes. This study extends the literature by investigating differences in quiz score and application task performance when using handwritten and electronic guided notes.
The Effects of SAFMEDS On Students’ Recall, Response Generality, and Maintenance of ABA Terms.
DAVID BICARD (University of Memphis), Laura Baylot Casey (University of Memphis), Sara C. Bicard (University of Memphis), Mindy Taylor (University of Memphis)
Abstract: In this study a pre-test and post-test of the written definition of 87 terms in ABA and a four week follow up served as the dependent variables for an investigation of an application of a fluency based study procedure using flashcards. Students spent 15 minutes each class practicing (see/saying) one-minute timings of ABA terms and self-reported performance each week. At the end of the semester students completed a written exam consisting of 45 randomly chosen terms. Follow up data were taken at the beginning of the next semester to determine maintenance of behavior. Data are reported in relation to fluency of SAFMEDS.



Back to Top
Modifed by Eddie Soh