Fostering multiple repertoires in undergraduate behavior analysis students

Area of Science:

• Behavioral Science
• Educational Psychology

Background:

• Traditional lecture-based formats may not optimize student engagement or learning in applied behavior analysis (ABA).
• Innovative pedagogical strategies are needed to improve the learning experience and outcomes in introductory ABA courses.

Purpose of the Study:

• To describe eight distinct techniques employed in teaching an introductory applied behavior analysis course.
• To evaluate student preference and academic outcomes associated with these novel teaching methods.

Main Methods:

• Implementation of a detailed study guide, frequent testing, and practice question composition.
• Incorporation of in-class study groups, computerized flash-card fluency building, and bonus marks for participation.
• Inclusion of student-led research presentations and in-class analysis of comic strips for behavior analysis.

Main Results:

• The described techniques require significant student effort but are overwhelmingly preferred over traditional methods.
• The majority of students achieved an 'A' grade in the course utilizing these pedagogical strategies.
• Student engagement and perceived learning effectiveness were high with the implemented techniques.

Conclusions:

• A comprehensive, active learning approach combining multiple techniques significantly enhances student experience in applied behavior analysis courses.
• This instructional model demonstrates a viable and effective alternative to traditional lecture formats, leading to high student satisfaction and academic success.
• The described methods provide a practical framework for educators seeking to improve engagement and outcomes in behavior analysis education.