Fostering multiple repertoires in undergraduate behavior analysis students.

A professor swapped his usual lecture class for an eight-part package. The package had quick quizzes, student-made questions, small groups, computer fluency drills, bonus points, short talks, and comic-strip tasks.

The course was for college students learning behavior analysis. No kids, no clients—just future practitioners.

Students liked the new format and earned mostly A grades. The teacher saw more talking, more practice, and less zoning out.

Iwata et al. (1990) had shown that most learning classes were still chalk-and-talk. The 1995 course proves you can dump that model and get better results.

Falcomata (2018) later pulled together a full journal issue saying the same thing: teach behavior analysis with behavior analysis. The 1995 class is an early working example of that idea.

Falligant et al. (2025) and LaBrot et al. (2021) moved the same tricks into graduate training and staff workshops. They added quick in-situ feedback and kept the high scores—showing the tactics scale up.

If you train RBTs, supervisees, or college students, ditch long lectures. Split content into tiny quizzes, have learners write and swap questions, and run two-minute fluency sprints. You will see more correct answers per minute and happier faces on day one.