|Using Behavior Analysis to Increase Complex Thinking Behavior|
|Monday, September 30, 2019|
|8:00 AM–8:50 AM |
|Stockholm Waterfront Congress Centre, Level 2, C1|
|Area: TBA/DEV; Domain: Translational|
|Chair: Christine Hoffner Barthold (George Mason University)|
|Discussant: Erik Arntzen (Oslo and Akershus University College)|
|CE Instructor: Darlene E. Crone-Todd, Ph.D.|
Critical, or higher-order thinking, is the hallmark of higher education. It is important to go beyond training in education, and develop a more complex behavioral repertoire. In this symposium, the presenters will be discussing their work on the use of interteaching, and combining interteaching with equivalence based instruction (EBI). It will be argued that either of these approaches alone produce better teaching outcomes, and that some topics lend themselves to additional methods such as using EBI to teach more complex topics. These approaches are efficient, and can be modified for use in face-to-face, and online, courses. Finally, using either or both in combination with programmed instruction will be discussed.
|Instruction Level: Intermediate|
|Keyword(s): complex repertoire, equivalence-based instruction, interteaching, programmed instruction|
|Target Audience: |
Any student, professor, or individuals who train professionals.
|Learning Objectives: * Define interteaching * Define equivalence-based instruction * State at least two dependent variables that can be used to operationally define (behaviorally) complex thinking|
The Effects of Instructor Presence During Synchronous Interteaching Discussions in an Online Behavior Analysis Course
|CHRISTINE HOFFNER BARTHOLD (George Mason University)|
Interteaching is an active learning strategy based upon Personalized System of Instruction. Pairs or groups discuss a series of questions based upon the readings and other course materials. While there is a rich body of literature supporting interteaching, only two articles are available that look at the implementation of interteaching in an online environment. Given that online courses are often asynchronous, many discussions occur without the instructor present to provide feedback. The current study will examine whether the presence of an instructor during online synchronous meetings of small groups affects the participation and quality of discussion in these groups. Two 8-week online courses were examined. For 4/8 synchronous sessions scheduled, the instructor will log in and provide approximately 20 minutes of guidance and feedback to the students. Percentage of intervals on task, as defined as discussing the interteaching assignment or related topics (i.e., excluding other assignments, personal discussion, instructor requirements, or general course information) will be measured for each student.
|Interteaching, Equivalence-Based Instruction, and Outcomes|
|DARLENE E. CRONE-TODD (Salem State University), Ryan Loring (Salem State University)|
|Abstract: Behavior analysis provides several systematic procedures for teaching in all levels of education. Keller's Personalized System of Instruction has given rise to the use of Interteaching, which may or may not incorporate mastery-based learning. However, both interteaching and equivalence-based instruction (EBI) can be used to teach, reinforce, and test for generalization in terms of conceptual behavior. This is especially true when it comes to textual behavior, as evidenced by the percentage of students who undermatch, match, or overmatch the level of complexity identified in exam questions. In this talk, data will be presented from an ongoing program of research that includes comparisons within interteaching, teaching specific concepts using EBI, and how teachers, professors, and professionals might use a combination of both methods to increase complex thinking behavior on the part of those who they teach and/or train.|