Behavior analysis in college classrooms: A scoping review
Thirteen low-tech ABA tactics boost college quiz scores without new software.
01Research in Context
What this study did
Curiel et al. (2023) read every college study they could find that used ABA tricks in class.
They pulled 59 papers that tried things like response cards, group prizes, or PSI self-pacing.
All students were regular college kids; no one had a diagnosis.
What they found
Almost every trick raised quiz or exam scores.
The list gives teachers 13 clear tools they can use on Monday.
The review does not give exact numbers, but the trend is up.
How this fits with other research
Older kids: Harris et al. (1973) and Duncan et al. (1972) showed the Good Behavior Game cuts trouble in grade school. Curiel shows the same idea works in college.
Tech twist: Mittiga et al. (2024) warn that half of classroom apps lack solid proof. Curiel’s list sticks to low-tech, high-proof moves like response cards.
New crowd: Higgins et al. (2021) used prompting and response cards for students with ID. Curiel proves those same tools help typical freshmen too.
Why it matters
You now have a menu of 13 college-ready moves. Pick one, run it for two weeks, and watch quiz scores. Start with response cards or a quick group contingency—no apps, no cost, just fast gains.
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02At a glance
03Original abstract
AbstractWe 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.
Behavioral Interventions, 2023 · doi:10.1002/bin.1910