Journal of Behavioral Education最新文献

Interteaching is a behavioral teaching method that departs from the traditional lecture format (Boyce & Hineline in BA 25:215-226, 2002). We updated and expanded previous interteaching reviews and conducted a meta-analysis on its effectiveness. Systematic searches identified 38 relevant studies spanning the years 2005-2018. The majority of these studies were conducted in undergraduate face-to-face courses. The most common independent variables were manipulations of the configuration of interteaching or comparisons to traditional-lecture format. The most common dependent variables were quiz or examination scores. Only 24% of all studies implemented at least five of the seven components of interteaching. Prep guides, discussions, record sheets, and frequent assessments were the most commonly implemented. Meta-analyses indicated that interteaching is more effective than traditional lecture or other control conditions, with an overall large effect size. Furthermore, variations in the configuration of the interteaching components do not seem to substantially limit its effectiveness, as long as the discussion component is included. Future research informed by the present review includes: (a) investigating the efficacy of interteaching in additional academic areas, online environments, workplace training, and continuing education, (b) testing alternative outcome measures, generalization, and procedural integrity, (c) conducting systematic component analyses, and (d) measuring social validity from the instructor's perspective.

Supplementary information: The online version contains supplementary material available at 10.1007/s10864-021-09452-3.

Online learning is extremely prevalent in education, more than ever given the COVID-19 pandemic that has shifted most educational services to an online platform. More specifically, in 2015, close to six million students were taking at least one online learning course, which was 29.7% of all postsecondary students (U.S. Department of Education, National Center for Education Statistics 2018). In 2017, the Online Learning Consortium reported an almost 4% increase in online learning students in 2015 as compared to the previous two years. Although online learning is becoming more prevalent, there has been little to no research to determine what makes online learning most effective. Those that have, either have not compared modalities (i.e., only testing one format) (Sella et al. 2014; Walker and Rehfeldt 2012) or have focused on another aspect of the learning (e.g., does grading anonymously affect performance) (Liu et al. 2018). Determining the components of online learning that lead to better student outcomes will add to the current literature and improve online learning as a whole. The primary purpose of this experiment was to determine what forms of discussion (synchronous vs asynchronous) are most effective in an asynchronous online master-level applied behavior analysis course.

Measuring classroom behavior among young children is important to guide assessment and intervention decisions, yet there is limited literature on appropriate direct observation tools for this purpose. This article describes the psychometric properties of the Behavior Assessment System for Children, Student Observation System (BASC-3 SOS) with 135 children ages 20 to 67 months (M = 35 months, 64% Latinx, 78% with an established developmental disability) and their teachers (N = 36) as part of a larger randomized control trial of a teacher training intervention. Inter-rater reliability on individual BASC-3 SOS behaviors ranged from poor to good. Correlations between BASC-3 SOS scores across time indicated low to moderate developmental test-retest reliability. Significant correlations between BASC-3 SOS scores and teacher ratings provided evidence for convergent, divergent, and predictive validity. Differences between BASC-3 SOS scores for children with versus without disabilities supported the tool's discriminant validity. There were no significant pre- to post-treatment changes in BASC-3 SOS scores. Overall, results provide mixed evidence for the psychometric properties of the BASC-3 SOS when used with young, diverse children with and without disabilities. Implications for clinical and research purposes are discussed.

Supplementary information: The online version contains supplementary material available at 10.1007/s10864-021-09458-x.