Journal of Behavioral Education最新文献

Mathematics education for students with and at-risk for a disability is important and high-quality, research-supported practices should be used for online teaching-whether intentional or as a result of a global pandemic. This single-case design multiple probe replicated across participants study explored the online delivery of an intervention package consisting of the virtual-abstract instructional sequence-taught via modified explicit instruction-and the system of least prompts to three upper elementary students with a disability or at-risk in solving equivalent fractions. Researchers determined a functional relation existed between the intervention package and student accuracy. Researchers also found students were independent and able to maintain accuracy when instruction did not proceed either following the intervention or with the support of boost sessions. Implications for providing mathematical interventions to students with disabilities or at-risk online exist. Further, the study lends support to virtual manipulative-based instructional sequences, as the setting, population, and implementation of explicit instruction differed in this study as compared to previous research.

Due to the COVID-19 pandemic, educators have been forced to rapidly transition away from in-person learning environments to completely online formats. Many of these educators have had little or no training and experience teaching online, contributing to stress and anxiety. To compound this problem even further, there are a multitude of online learning technologies from which to choose that can be relatively costly and require an intensive production process. In an effort to provide immediate relief to those dealing with this problem, we detail how interteaching, an empirically supported behavioral teaching technique, can be used to cultivate an interactive online learning environment in either an asynchronous or synchronous format. Specifically, we describe some best practices and provide some examples on how to generate active student responding (ASR) as well as provide pinpointed performance-based feedback. We specifically reference the relatively easy-to-use online software Kaltura, but it is hoped that our suggestions inspire others to develop and use these strategies across a variety of platforms in effort to provide evidence-based quality education during this crisis.

Interteaching is a behavioral teaching method that has been empirically shown to increase student learning outcomes. The present study investigated the effect of combining interteaching with cumulative versus noncumulative exams in two sections of an online asynchronous class. Interteaching was used in both sections of the course. The noncumulative exam section experienced weekly exams with test questions that only covered material learned in that week of class. The cumulative exam section was given weekly exams in which half of the questions were from material learned that current week and the other half were cumulative up to that point in the class. This was followed by a cumulative final exam given to both groups. All exam questions were multiple choice. On average, students in the cumulative exam group scored 4.91% higher on the final exam than students in the noncumulative exam group. Students exposed to weekly cumulative exams also earned more As and Bs on the final compared to the noncumulative exam group. Overall, our experiment provides evidence that interteaching may be further improved when combined with cumulative weekly exams.

Delay discounting tasks measure the relation between reinforcer delay and efficacy. The present study established the association between delay discounting and classroom behavior and introduced a brief measure quantifying sensitivity to reward delays for school-aged children. Study 1 reanalyzed data collected by Reed and Martens (J Appl Behav Anal 44(1):1-18, https://doi.org/10.1901/jaba.2011.44-1, 2011) and found that 1-month delay choices predicted student classroom behavior. Study 2 examined the utility of the 1-month delay indifference point in predicting saving and spending behavior of second-grade students using token economies with two different token production schedules. Collectively, results showed (a) the 1-month delay indifference point predicted classroom behavior, (b) children who discounted less and had greater self-regulation, accrued and saved more tokens, and (c) a variable token production schedule better correlated with discounting than a fixed schedule. Implications are discussed regarding utility of a rapid discounting assessment for applied use.