Document Type

Article

Publication Date

December 2014

Disciplines

Social and Behavioral Sciences

Abstract

Interteaching is a classroom instruction approach based on behavioralprinciples that offers increased flexibility to instructors. There are severalcomponents of interteaching that may contribute to its demonstrated efficacy. In aprior analysis of one of these components, the quality points contingency, nosignificant difference was reported in student exam scores when quality pointswere made available. The purpose of the present study was to further evaluate theimpact of the quality points component of interteaching, and to enhance theimmediacy of feedback provided to students on this contingency via delivery of ananswer key upon submission of post-discussion quizzes with the opportunity toreview the answer key with their interteaching partner during class. Wehypothesized that student quiz scores would be higher when this quality pointscontingency was in place. An alternating treatments design was employed tocompare student performance on post-discussion quizzes during two conditions:quality points vs. no quality points with all other components of interteaching ineffect. Eleven undergraduate students enrolled in an introduction to appliedbehavior analysis course served as participants. Results indicate average quizperformance was higher following class sessions with the quality pointscontingency. Discussion is focused on the implications of delivering immediatefeedback to students during classroom instruction and future directions ofinterteaching research.

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