Date of Award

Spring 5-23-2025

Thesis Type

Open Access

Degree Name

Master of Arts in Applied Behavior Analysis and Clinical Science

Department

Health Professions

Committee Member(s)

Michele Williams

Patricia Eberhardt

Kara Wunderlich

Supervising Faculty Member

Michele Williams

Abstract

Previous research has indicated how Boyce and Hineline’s (2002) interteaching technique is an effective teaching approach compared to traditional methods. Although researchers have examined the efficacy of various components within interteaching, few have altered the lecture component to increase active engagement. Saville et al., (2011) compared the effects of lectures (delayed, regular, and none), concluding no significant difference in performance between delayed and regular lectures within interteaching. Although delaying the lecture showed no difference in performance, the study concluded that removing the lecture component affected test scores. The current study was designed to evaluate the efficiency of the lecture component through modification by randomizing two teaching conditions within the lecture component. The present investigation assesses student performance through quiz scores by comparing active engagement to passive lectures between two graduate classes. The study revealed student performance at an equivalent level for passive and active lectures. Although active engagement produced higher average test scores for Group 1, there was an insignificant difference between the conditions on account of student performance.

Rights Holder

Bridget A Barrett

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