Behavior analysis in college classrooms: A scoping review |
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| Authors: | Emily S. L. Curiel Michael P. Kranak Cheryl Fielding Hugo Curiel Megan M. Miller |
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| Affiliation: | 1. Department of Special Education and Literacy Studies, Western Michigan University, Kalamazoo, Michigan, USA;2. Department of Human Development and Child Studies, Oakland University, Rochester, Michigan, USA;3. Department of Human Development and School Services, The University of Texas Rio Grande Valley, Edinburg, Texas, USA;4. Department of Psychology, Western Michigan University, Kalamazoo, Michigan, USA;5. Do Better Movement, St. Petersburg, Florida, USA |
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| Abstract: | We conducted a scoping review of interventions that have been implemented classroom-wide in college classroom settings. We searched nine behavior-analytic journals from 2000 through 2020. We identified 59 studies that met our inclusion criteria and organized them into 13 categories: acceptance and commitment therapy (n = 1), equivalence-based instruction (n = 1), SAFMEDS (n = 4), guided notes (n = 4), response cards (n = 5), group contingencies (n = 5), interteaching (n = 6), programmed instruction, PSI, computer-aided (CA)PSI (n = 7), contingency arrangements (n = 15), feedback (n = 4), online delivery techniques (n = 4), game study sessions (n = 2), and peer-generated examples (n = 1). The interventions have been used with undergraduate and graduate students across various course topics and modalities. Most interventions produced positive results, commonly assessed via quiz and exam scores. This review presents the scope of interventions, their characteristics, and recommendations for future research. |
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| Keywords: | classroom college graduate higher education interventions undergraduate |
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