Interteaching (IT) has demonstrated more effective and durable learning than traditional lecture-style teaching. Whereas IT’s effectiveness has been established in traditional face-to-face courses, there is a need to extend the evaluation of IT to increasingly common course delivery modalities such as online courses. The purpose of the present study was to compare IT and traditional online course delivery across two sections of the same graduate-level course. IT was adapted by having students form pairs to video chat synchronously about comprehension questions, submit a teaching record, and then listen to the instructor’s recorded follow-up lecture to address the questions from the paired discussion. Results showed that students in the IT section performed better on average on quizzes and most assignments.

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Exercise often has a positive impact on quality of life, from mental well-being to reducing the likelihood of health-related diseases. Despite these benefits, many individuals do not exercise. Research suggests that boredom, or a lack of reinforcement, can be a reason for low exercise levels. Feedback has been used widely in the literature and, in some cases, can act as a reinforcer. Heart rate feedback is real-time information during exercise. Therefore, the primary purpose of the study was to evaluate the effect of heart rate feedback on participant-initiated modifications to exercise intensity during treadmill exercise of three neurotypical women. Two out of three participants increased the frequency of physical intensity modifications during heartrate feedback sessions (M = 97%). The methods of this study successfully increased how often two out of three participants modified the physical intensity of their exercise behavior while receiving heart rate feedback.

An ABAB reversal design was employed to evaluate the effect of differential reinforcement of low (DRL) frequency behavior as an interdependent group contingency on the frequency of vocal disruptions of five males, 6-14-years old, diagnosed with an autism spectrum disorder. The results showed lower frequencies of vocal disruptions during intervention conditions as compared to baseline conditions; the combination of DRL and interdependent group contingency was effective at reducing the target behavior from baseline levels. Implications of concurrent interventions for the applied setting are discussed.

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