FOSTERING MULTIPLE REPERTOIRES IN UNDERGRADUATE BEHAVIOR ANALYSIS STUDENTS

Eight techniques used by the author in teaching an introductory applie d behavior analysis course are described: (a) a detailed study guide, (b) frequent tests, (c) composition of practice test questions, (d) in -class study groups, (e) fluency building with a computerized flash-ca rd program, (f) bonus marks for participation during question-and-answ er sessions, (g) student presentations that summarize and analyze rece ntly published research, and (h) in-class behavior analysis of comic s trips. Together, these techniques require an extensive amount of work by students. Nevertheless, students overwhelmingly prefer this approac h to the traditional lecture-midterm-final format, and most earn an A as their final course grade.