Interteaching: A strategy for enhancing the user-friendliness of behavioral arrangements in the college classroom.

Carr et al. (2002) mapped out Interteaching, a college setup that swaps long lectures for short student pairs and quick teacher clarifiers.

The paper is purely conceptual; no kids, no data, just a blueprint for making behavioral classes more user-friendly.

Because the piece is theoretical, there are no results to report.

The authors simply describe how each class period could run: students prep, pair up, discuss, rate the talk, and get a mini-lecture only on sticky points.

Twyman (2021) also rewrites behavioral teaching, but for little kids. She says every Direct Instruction sentence should have only one clear meaning so learners can't mis-hear. Both papers fix old teaching formats, just at different ages.

Sherman et al. (2021) show the flip side: they used BST to train special-ed staff to deliver DI with near-perfect fidelity. Interteaching skips that trainer layer and puts the work straight on college students.

Vidovic et al. (2021) report that two years of daily DI reading lifted test scores for students with ASD. Interteaching has no score data yet, so the two studies sit side-by-side: one shows strong outcomes with kids, the other promises smoother process with adults.

If you teach college courses or supervise RBT coursework, you can lift the Interteaching script tomorrow: assign a five-page prep, let pairs talk for ten minutes, collect their 'clarification questions,' and teach only those points. You cut prep time, students talk more, and you still stay inside behavioral principles.