The Student Should Help the Teacher: a View From 30 Years as an ABA Trainer

Area of Science:

• Behavioral Psychology
• Educational Psychology

Background:

• Effective graduate student training is crucial for advancing applied behavior analysis (ABA).
• Traditional training models may not fully account for student-driven learning factors.

Purpose of the Study:

• To characterize a shaping process for training graduate students in ABA.
• To explore the student's role in their own learning and skill acquisition.

Main Methods:

• Describing a shaping procedure involving performance monitoring, varied response opportunities, and differential reinforcement.
• Presenting a mathematical model to illustrate the impact of student engagement on learning rates.

Main Results:

• The shaping process involves systematic feedback and reinforcement adjustments.
• Student response frequency and application of learning are key determinants of mastery speed.
• Mathematical modeling demonstrates significant rate differences between equally talented students based on engagement.

Conclusions:

• A shaping approach, combined with student accountability, enhances ABA graduate training.
• Student proactivity in learning is a critical variable influencing educational outcomes.
• Optimizing training requires both effective instruction and active student participation.