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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.

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., Author(s): Christopher A. Krebs [sup.1], Stephanie A. C. Kuhn [sup.2], Adam T. Brewer [sup.2], James W. Diller [sup.1] Author Affiliations: (1) grid.412128.c, Eastern Connecticut State University, , Willimantic, Connecticut, USA [...]

We attempted to determine the effects of instructions, goal setting, and reinforcement, in isolation and combination, on the letter naming proficiency of 2 underperforming Kindergarten students. During a no-intervention baseline, both students' accuracy was low or declining. Instructions alone produced increases over baseline responding, but the effects were not maintained; goal setting and reinforcement alone did not produce any initial effects. When reinforcement was combined with instructions and goal setting, the performance of both participants improved in all conditions, with greatest initial improvements in the instruction plus reinforcement condition. Data from this phase showed some evidence of carryover between conditions. These findings suggest that single interventions were not sufficient for performance improvement, but that combined interventions were effective. (Contains 1 figure.)

Comparisons have been made between Buddhism and the philosophy of science in general, but there have been only a few attempts to draw comparisons directly with the philosophy of radical behaviorism. The present review therefore considers heretofore unconsidered points of comparison between Buddhism and radical behaviorism in terms of their respective goals, conceptualization of human beings, and the outcomes of following either philosophy. From these comparisons it is concluded that the commonalities discerned between these two philosophies may enhance both philosophical systems.

Copyright of Mexican Journal of Behavioral Analysis / Revista Mexicana de Análisis de la Conducta is the property of Sociedad Mexicana de Analisis de la Conducta and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Treatment acceptability may influence whether effective interventions can be disseminated successfully. The current study was designed to assess contemporary acceptability of four treatments for problem behavior in children. Comparisons were made between gender of the respondents and between a group of students and a group of Board Certified Behavior Analysts to evaluate some variables that might influence treatment acceptability. In a replication of Kazdin's (1980) study, an on-line survey was used to evaluate levels of acceptability for four treatments (time out, electric shock, reinforcement, and drug) for two children's problem behavior described in brief vignettes. Treatment acceptability was compared as a function of the case, the participant's gender, and the participant's status as a Board Certified Behavior Analyst (BCBA). Reinforcement was rated most acceptable, followed by time out, drug, and shock. An ANOVA revealed a significant treatment by child interaction. Differences between male and female participants and between certified behavior analysts and untrained individuals were also observed. The findings suggest that treatments vary in acceptability and that variables related to the case and clinician can influence acceptability levels. [ABSTRACT FROM AUTHOR]