20 Years of Interteaching Research and Practice: A Guide for Behavior Analysts

Introduction

Teaching methods in higher education have changed dramatically over the last two decades. As universities adopt more evidence-based teaching (EBT) methods, instructors are looking for strategies that actively engage students and improve learning outcomes. One approach that has gained significant research support is Interteaching, a student-driven, discussion-based method first introduced by Boyce & Hineline (2002).

A recent article by Rosales, Gayman, Jimenez, and Soldner (2024) provides an overview of 20 years of Interteaching research and offers practical guidelines for its implementation (DOI: 10.1007/s40617-024-00986-2). Given the increasing demand for effective virtual and in-person teaching methods, it is essential for behavior analysts to understand and apply this technique in their classrooms.

What is Interteaching?

Interteaching is a behavioral teaching method designed to encourage active student participation and improve learning retention. It is rooted in the principles of behavior analysis and contrasts with traditional lecture-based instruction. The main goals of Interteaching include:

• Enhancing student engagement by requiring active discussion and participation.
• Promoting deeper learning through peer collaboration and frequent formative assessments.
• Improving knowledge retention by using reinforcement principles and immediate feedback.

Over 20 years of research support Interteaching as an effective teaching method in various educational settings. Studies have shown that students in Interteaching courses outperform those in lecture-based courses on exams and demonstrate higher levels of satisfaction with their learning experience.

Key Components of Interteaching

Interteaching follows a structured format with six core components:

1. Preparation (Prep) Guide

This is a set of questions provided to students before class to guide their reading and preparation. Effective prep guides:

• Encourage active reading by requiring students to generate responses.
• Can be designed by the instructor or collaboratively with students.
• May include different question types, such as recall, application, and synthesis.

Studies show that high-quality prep guides lead to better student performance. Grading prep guides for accuracy, rather than completion alone, also improves learning outcomes.

2. Peer Discussion

Students work in small groups to discuss prep guide answers, clarify concepts, and deepen their understanding. Effective strategies for peer discussion include:

• Assigning participation points to ensure engagement.
• Using rubrics to assess discussion quality.
• Incorporating varied discussion formats (e.g., in-person, synchronous online breakout rooms, asynchronous discussion boards).

Research indicates that discussions improve comprehension and help students retain information better than passive learning methods.

3. Feedback Forms (Record Sheets)

After discussions, students complete feedback forms to indicate areas where they need further clarification. Feedback forms typically ask students to:

• Identify concepts they found challenging.
• Rate their confidence in their understanding.
• Provide feedback on discussion quality.

Instructors use this data to tailor the clarifying lecture to address student concerns. Digital submission (e.g., Google Forms) can streamline the process and enhance data analysis.

4. Clarifying Lecture

The instructor delivers a short lecture addressing common student difficulties reported in feedback forms. Best practices for clarifying lectures include:

• Keeping them concise and targeted to fill knowledge gaps.
• Using interactive elements, such as polling or Q&A sessions.
• Timing them strategically—research suggests delivering them at the next class session may be more beneficial than immediately following discussions.

5. Probes (Assessments)

Frequent low-stakes assessments, or “probes,” help reinforce learning and track progress. Effective probe strategies include:

• Administering at least five throughout the semester.
• Using a mix of multiple-choice and short-answer questions.
• Making exams cumulative to encourage long-term retention.

Research confirms that regular, spaced-out assessments improve student learning and recall. Online assessments can also be effective if designed with proper integrity measures.

6. Quality Points

Quality points serve as a reinforcement system to encourage engagement and effort. Instructors can:

• Award points based on participation, prep guide completion, and discussion quality.
• Allow students to earn bonus points for exceptional performance.
• Implement multiple ways to earn points to maintain motivation.

Studies suggest that well-designed reinforcement systems increase student participation and performance in Interteaching courses.

Why Behavior Analysts Should Use Interteaching

As behavior analysts, we recognize the importance of active student responding, frequent feedback, and reinforcement in learning. Interteaching naturally incorporates these principles into the classroom, making it a scientifically grounded approach for improving education.

Key benefits of Interteaching for behavior analysts include:

• Aligning with applied behavior analysis (ABA) principles such as reinforcement and stimulus control.
• Encouraging active participation, which increases retention and understanding.
• Providing frequent data collection opportunities, allowing instructors to modify teaching based on student progress.

Compared to passive lecture-based instruction, Interteaching offers a dynamic and engaging alternative grounded in decades of empirical support.

Implementing Interteaching in Your Classroom

If you're new to Interteaching or looking to refine your approach, consider these steps:

1. Start small – Implement one or two components (e.g., prep guides and discussions) before transitioning fully.
2. Use digital tools – Online discussion boards, Google Forms for feedback, and e-learning platforms can streamline the process.
3. Monitor student progress – Collect and analyze data from prep guides, discussions, and assessments to improve effectiveness.

By incorporating these strategies, behavior analysts can enhance student learning and contribute to the growing body of research on effective teaching methods.

Conclusion

After 20 years of research, Interteaching remains one of the most well-supported teaching methods in behavior-analytic education. Its emphasis on active learning, frequent feedback, and student engagement makes it a highly effective alternative to traditional lectures.

If you're a behavior analyst teaching in higher education, now is the time to explore how Interteaching can enhance your classroom experience. To learn more, read the full research article by Rosales, Gayman, Jimenez, and Soldner (2024) here: DOI: 10.1007/s40617-024-00986-2.