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Enhancing the impact of quality points in interteaching
Journal of the Scholarship of Teaching and Learning (2014)
  • James L. Soldner, University of Massachusetts Boston
  • Rocio Rosales, University of Massachusetts at Lowell
  • William Crimando, Southern Illinois University Carbondale
Interteaching is a classroom instruction approach based on behavioral
principles that offers increased flexibility to instructors. There are several
components of interteaching that may contribute to its demonstrated efficacy. In a
prior analysis of one of these components, the quality points contingency, no
significant difference was reported in student exam scores when quality points
were made available. The purpose of the present study was to further evaluate the
impact of the quality points component of interteaching, and to enhance the
immediacy of feedback provided to students on this contingency via delivery of an
answer key upon submission of post-discussion quizzes with the opportunity to
review the answer key with their interteaching partner during class. We
hypothesized that student quiz scores would be higher when this quality points
contingency was in place. An alternating treatments design was employed to
compare student performance on post-discussion quizzes during two conditions:
quality points vs. no quality points with all other components of interteaching in
effect. Eleven undergraduate students enrolled in an introduction to applied
behavior analysis course served as participants. Results indicate average quiz
performance was higher following class sessions with the quality points
contingency. Discussion is focused on the implications of delivering immediate
feedback to students during classroom instruction and future directions of
interteaching research.
Publication Date
December, 2014
Citation Information
James L. Soldner, Rocio Rosales and William Crimando. "Enhancing the impact of quality points in interteaching" Journal of the Scholarship of Teaching and Learning Vol. 14 Iss. 5 (2014) p. 1 - 11
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