Specific Teaching Techniques Research Articles

INCLUSIVE EDUCATION, INFORMING SOCIAL TOLERANCE

This article explores practical strategies for fostering inclusive educational environments by cultivating tolerant attitudes toward students with disabilities. Addressing students, teachers, and parents alike, the authors provide concrete methods for promoting understanding and acceptance within both inclusive and general education settings. The article moves beyond theoretical ideals, outlining specific interactive teaching techniques that can be readily implemented in classrooms. Role-playing games, art therapy, and story therapy are presented as engaging and impactful tools for breaking down barriers and encouraging empathy. By equipping educators with these methods, the article aims to translate the principles of inclusion into tangible and positive classroom experiences for all students.

Enhancing Arabic Speaking Skills In Traditional Pesantren

Proficiency in the Arabic language is imperative in the context of Islamic education. However, the effective study of Arabic remains a challenge, hindering students' abilities to engage with Islamic texts and communicate in Arabic-speaking environments. Focusing on Pesantren Raudhatul Ulum-Pati, this study investigates the strategies and challenges associated with enhancing Arabic speaking skills in traditional Islamic boarding schools (Pesantren). Specific teaching techniques employed by instructors at this pesantren, aimed at improving students' Arabic speaking abilities, as well as the challenges impeding fluency, were examined through a qualitative research design, including classroom observations and interviews with teachers, administrators, and students. The outcomes highlight the importance of innovative methods and shed light on issues such as a lack of exposure to Arabic-speaking environments. The program implemented in this pesantren serves as an exemplary model for other traditional Islamic boarding schools seeking to elevate their students' proficiency in the Arabic language. The findings of this study hold significant implications for all traditional Islamic boarding schools (pesantren) in Indonesia.

Implicit and Explicit Modelling: Case Study of EMU (Eastern Mediterranean University) Teacher Educators’ Perceptions and Practice

Implicit and explicit modeling are two approaches commonly used by university teacher educators in their perspective and practice (Kavanagh, S. S., & Grant, T., 2019). These approaches aim to enhance the teaching effectiveness and learning outcomes of pre-service and in-service teachers. Implicit modeling refers to the teacher educators' practice of embodying effective teaching strategies and behaviors in their own instructional practices. Rather than explicitly teaching these strategies, teacher educators demonstrate them through their actions and interactions with students. This approach relies on the power of observation and imitation, allowing aspiring teachers to internalize effective teaching practices without explicitly being told what to do. Teacher educators who adopt implicit modeling often create a positive learning environment, establish respectful relationships with students, demonstrate effective communication skills, and employ instructional strategies that promote critical thinking, collaboration, and reflection (Schutz, P. A., & Davis, H. A., 2020). By observing and engaging with these practices, pre-service and in-service teachers learn to emulate and apply them in their own classrooms. Explicit modeling, on the other hand, involves the direct and intentional instruction of specific teaching strategies and techniques. Teacher educators explicitly teach and explain effective teaching practices to aspiring teachers, breaking them down into smaller components and providing step-by-step guidance. This approach is particularly useful when introducing new or complex teaching strategies that may require explicit instruction and practice. When employing explicit modeling, teacher educators might use various methods such as demonstrations, guided practice, and simulations. They might explicitly explain the rationale behind each strategy, provide examples, and engage in collaborative discussions to deepen the understanding of the concepts being taught. Through this explicit instruction, aspiring teachers gain a clear understanding of effective teaching practices and how to implement them in their own classrooms. In practice, many teacher educators use a combination of both implicit and explicit modeling approaches to cater to the diverse needs and preferences of their learners. They may begin with implicit modeling to establish a foundation of effective teaching practices, followed by explicit modeling to provide a deeper understanding and step-by-step guidance for complex strategies. This combination allows teacher educators to create a comprehensive and scaffolded learning experience for pre-service and in-service teachers (Tejada, F. M., & Leander, K. M., 2022). Overall, implicit, and explicit modeling are valuable approaches employed by university teacher educators. These approaches enhance the professional development of teachers by providing them with real-life examples, demonstrations, and explicit instruction to develop their pedagogical skills and knowledge.

“Part of me is teaching English”: probing the language-related teaching practices of an English-medium instruction (EMI) teacher

Abstract English-medium Instruction (EMI), that is, the use of the English language to teach academic subjects apart from English, is a growing phenomenon around the world. In view of the facilitative role of language in content learning, scholars have stressed the need to incorporate a language focus into EMI classrooms. One practical question that arises from this discussion is “How?” This study, through a telling case, intends to reveal the classroom practices of an EMI teacher who explicitly addresses different language issues during her content teaching in a psychology course in a Macau university. Drawing on multiple sources of data including field observations and interviews, the authors unearth three forms of the teacher’s language-related teaching practices – (1) teaching language for content comprehension, (2) teaching language for classroom engagement, and (3) teaching language through feedback. Specific teaching techniques are further identified and discussed in relation to various personal and contextual factors surrounding the EMI classroom. Practical insights are offered to individual EMI teachers in embracing a language focus to facilitate content learning in EMI programs across geographical contexts.

Problem-Based Learning and Its Effects on Achievement and Attitude in Science Among Grade 8 Students

The study used quasi-experimental research design to investigate the effects of problem-based learning (PBL) on the attitude and achievement in science among Grade 8 students in a public high school in the Philippines. A problem-based learning module was developed using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. It was used in teaching science. On the other hand, the Attitude Questionnaire in Science was adopted to describe the attitudes of students in both the control and experimental groups. Data were analysed through descriptive statistics. Prior to teaching science using PBL, the students showed different attitudes and had a low achievement in terms of mean percentage score. But after the implementation of PBL instruction, the students got positive attitude in science. They find the experience interesting and challenging at the same time. The PBL instruction in the experimental group caused a better understanding of topics in science than the lecture-based instruction. Given the results, the study recommended specific teaching techniques that will be useful in applying PBL to develop the students’ attitude and achievement in science especially in a blended-learning setup in this new normal.

Just in Time Teaching (JiTT) Infographics App for Teacher Development.

During clinical clerkships, medical students credit residents for enhancing their clinical knowledge. Residents can spend at least 25% of their time teaching medical students, and many training programs consider resident-as-teacher skills a core competency. Despite this key role, many residents lack adequate instructions and training in teaching and mentoring skills and methodologies.Given the growing demand to enhance the existing curriculum among our residents and faculty (concomitant with requirements set forth by accreditation bodies), faculty development is moving to Just in Time Teaching models for content delivery. The ubiquitous use and availability of smartphones and connectivity through applications (apps) has tremendous potential to enhance the ability of trainees and faculty to supervise learners on their clinical teams with evidence-based knowledge and skills across the continuum of medical education. Geographically dispersed academic health systems, which continue to grow, require access to educational resources to guide diverse teaching needs of clinicians.The Just in Time Teaching (JiTT) Infographics app was created by combining a pedagogical approach derived from the SAMR (substitution, augmentation, modification, redefinition) technological conceptual framework. The JiTT Infographics app is a novel teaching tips approach that delivers evidence-based clinically relevant teaching tips to trainees and clinical faculty in their environment and can be used alone or adapted for resident-as-teacher programs.Each JiTT infographic tool supports clinical teachers' access to faculty development with an asynchronous digital experience strategy to engage busy teachers in a geographically distributed medical education network.1 Educational content was developed by medical educators, clinician educators, and residents. Each JiTT tool is also downloadable as a PDF to explain foundational and specialty-specific clinical teaching tips during didactic sessions. JiTTs can be saved in a “Favorites” category to ease finding a JiTT in the moment of need.Foundational JiTT tools include brief podcasts to support learners who prefer listening to content. Foundational teaching principles include setting expectations, questioning techniques, feedback and coaching, and bedside teaching. Specific clinical teaching techniques include content pertaining to internal medicine, family medicine, pediatrics, obstetrics and gynecology, surgery, psychiatry, and neurology, as well as sub-specialties. In addition, categories focused on teaching wellness, quality, social justice, and research principles are included. Optional review questions are provided in each category for users to self-assess their acquired knowledge.The JiTT Infographics app is available in Google Play and the Apple Store. As of April 2022, the app has been downloaded by 3406 unique users across 90 countries, with the largest numbers of downloads from the United States (N=2337), Phillippines (N=179), Mexico (N=169), Canada (N=98), and Saudia Arabia (N=68). Preliminary analysis of app activity highlights the foundational teaching category, which includes: Domains of Social Determinants of Health; 5 Micro Skills: Precept with Limited Time; and Questioning as an Effective Teaching Skill. The results to date support a global interest in utilizing technology to increase accessibility to open access resources. As of April 2022, a brief video on YouTube (July 2021) that guides users on how to apply the JiTT in real-time teaching settings has been viewed 462 times. In March 2022, the app was accredited as an “enduring product,” enabling interprofessional users to obtain selected continuing education credits at no cost. The app as an evidence-based JiTT teaching tool is an outcome in itself, as it redfines technology for faculty development.Future efforts will focus on app evaluation by capturing end-user feedback via brief structured feedback surveys and more in-depth analyses of learner engagement metrics to determine the outcomes and effectiveness of the app. Requests for translation to other languages are in the pipeline, as are additional external collaborators.

What are the Factors that Enhance Metacognitive Skills in Nursing Students? A Systematic Review.

Metacognitive skills have an important role in training efficient learners and competent clinicians in health professions education. The aim of this systematized review was to determine the factors enhancing metacognitive skills in nursing students. For data collection, we searched the databases of PubMed, Ovid, Cochrane, Scopus, Web of Science, ProQuest, Springer, EMBASE, Science Direct, PsycInfo, Nursing and Allied Health, and ERIC up to the end of March 2019, using the study key words. We used PRISMA flowchart diagram for reporting the results of the study. Peer-reviewed articles in English, addressing factors enhancing metacognition in nursing students, were included in our review. The Critical Appraisal Skills Program (CASP) checklist was used for assessing the quality of the included studies. Out of 2355 studies, 16 were included for the review. Several factors, namely "specific curricular activities," "self-regulated e-learning modules," "e-portfolio," "cognitive apprenticeship," "specific teaching techniques for classroom and experiential settings," "metacognitive wrappers," "problem-based learning," "blended learning," "grit," and "clinical log," enhancing metacognition in nursing students, were extracted. The findings of our study can contribute to planning for improvement of learners' metacognitive skills. However, there is a need for future research on determining further factors influencing nursing students' metacognitive skills.

Teaching Visually Impaired Indian ESL Learners In Inclusive Classrooms: A Review of Pedagogical Approaches

The article analyses the criticality of inclusive education in ESL classrooms and sheds light on the learning mechanism of visually impaired ESL learners with special reference to status of inclusive education in India. It acquaints the educators with visual impairment and its related terms in order to sensitise them for implementing better teaching methods and strategies. The study highlights certain significant factors affecting the teaching of English to students with visual impairment and explores some specific teaching techniques and approaches that teachers adopt while teaching V.I students in an inclusive classroom. The paper will carry out a comparative analysis of the learning mechanisms of VI students and their peers without disability. In the end, it proposes some suggestive measures pertaining to the curriculum development, teaching methods and training programmes which are hoped to be productive in inclusive classrooms comprising of visually impaired ESL learners.

ОСОБЕННОСТИ ПРЕПОДАВАНИЯ КУРСА «ГРАЖДАНСКОЕ ПРАВО» С ПРИМЕНЕНИЕМ ИНТЕРАКТИВНЫХ И ИННОВАЦИОННЫХ МЕТОДИК НА ПРИМЕРЕ ТЕМЫ «ДОГОВОР ДОВЕРИТЕЛЬНОГО УПРАВЛЕНИЯ ИМУЩЕСТВОМ»

The article examines the essence of interactive learning as an educational process that takes place in the conditions of constant and active interaction of the teacher with all students. The features of interactive teaching methods are determined, as activation of the student’s thinking process; long term of student activity; independence of judgment; constant interaction of students with each other and the teacher. The general techniques of the interactive lesson in teaching the topic «Contract of trust management of property» - a role-playing legal game-are considered, the strengths of this training method are analyzed. The article highlights the issues of innovative methods and forms of education, reveals the essence of the concept of «innovation» in teaching at TSUL. The definition of an innovative method, methodology, approach, and technology is given. Differentiation of teaching methods is considered taking into account the interaction – teacher and student. The author expresses the opinion that the modern methodology for teaching the topic «Property trust agreement» is a methodology built on an effective approach to teaching, according to which there are certain methods and they have been discussed in the article. It is argued that interactive and innovative teaching methods are multicomponent. Specific interactive and innovative teaching methods and techniques are considered to ensure high efficiency of the educational process in teaching legal disciplines - error analysis, brainstorming, Socratic dialogue, business (role) play and others. The article emphasizes the forms of teaching based on the synthesis of classroom and extracurricular work are highly productive and promising. Concrete proposals have been formulated for the development and implementation of interactive and innovative forms and methods of teaching, which are an important component of scientific and methodological and educational work at the university.

Cross-Cultural Management Education: Core for Business Students in the 21st Century

ABSTRACT The study examines the impact of introducing several cross-cultural management courses in the undergraduate program of a business school on the students’ cultural intelligence level and on their ability to manage conflict more effectively. The experimental method is used where students in the experimental and the control groups respond to the same survey at three different times (240 students); the focus group method is used with a group of nine students from the experimental group to obtain a deeper understanding of the results of the statistical analysis. The findings suggest a positive and significant effect of the cross-cultural management courses on the cultural intelligence level and the conflict management styles of students with obvious differences between male and female students. The findings confirm the importance of these courses and recommend making cross-cultural management courses core for all students to support their future global employability. Furthermore, experiential and blended learning techniques can replace international exposure, which is timely considering the constraints imposed on international travel due to COVID19. The study suggests a helpful insight to international business educators that can support the process of developing their programs through introducing specific courses and complementary teaching techniques that are effective and timely.

Stepping Out: A Pilot Program to Reduce Falls Risk in People with Mild Cognitive Impairment

Cognitive impairment significantly increases the risk of accidental falls in older adults, and falls outcomes are more severe in this population. However, few interventions exist to reduce falls among individuals with cognitive impairment. To address this gap, we developed Stepping Out, by modifying the evidenced-based falls prevention program, Stepping On, tailoring it to meet the cognitive needs of individuals with mild cognitive impairment (MCI) who are at risk for falls. Our objectives were to determine whether incorporating specific teaching and learning strategies among people with MCI would be associated with program feasibility as well as with positive trends in reducing fall risk. 16 older veterans with MCI at risk for falls (mean age 77.5, SD 6.75) participated in Stepping Out. The intervention comprised a group program, each with four veterans and their partners, conducted in two-hour weekly sessions for seven weeks, with a follow-up phone call and subsequent booster session. Teaching and learning adaptations for cognitive impairment included cognitive and compensatory strategies, addition of a partner, increased incorporation of procedural memory, and use of principles of self-determination theory to enhance motivation. Pre-post measures included physical measures of balance and mobility and self-reported falls. The program was found to be feasible for participants, as measured by an attendance rate of 95%. While no change was exhibited on balance or mobility tasks, participants displayed a significant reduction in falls over a six-month period (median change 2.00 falls, range 0-12 falls, p=0.002). The findings of this feasibility and pilot study support the notion that individuals with MCI can benefit from specific teaching and learning techniques incorporated into a multifactorial, cognitively-based program to reduce falls risk. Stepping Out has potential for further investigation with a randomized control group to assess efficacy.

Intercultural communication and teaching foreign languages

The article examines new conditions demanded an immediate and essential revision of both general methodology and specific teaching methods and techniques of TFL and the main tasks of TFL in Uzbekistan at present. Furthermore, the theoretical bases of intercultural communication in teaching and learning foreign language are covered in the work. The problem of modifying the foreign language as an instrument of production combined with culture, economics, law, applied mathematics, various branches of science-with those areas that require the use of foreign languages is touched. The work presents the results of the methodological and cultural analysis of materials used to describe the process of teaching language considering intercultural communication.

Teaching English as an additional language: a case study approach

PurposeThis paper aims to deal with the processes and experiences of teaching English as an additional language (AL). More specifically, it deals with the research question of which teaching methods are used when teaching English as AL and why.Design/methodology/approachIt concerns a case study approach conducted in an English primary school situated in North Yorkshire, where bilingual pupils also participate. The research methods used include observations in the classroom and in the playground, interviews with the teachers and the bilingual pupils of the school, as well as analysis of policy school documentation related to the topic examined.FindingsThe picture revealed by this study suggests that a number of different approaches and teaching methods, which contribute to teaching English as an AL, are used. The results indicate that great importance is attributed to teacher-pupil and pupil-pupil interaction, as well as to the employment of specific teaching techniques such as key visuals, corrective feedback. In addition, certain types of questions are addressed to bilingual pupils depending on their current language proficiency level. Teachers seem to emphasise the significance of activating the prior knowledge of non-native speakers (NNS). Progression in the content of the activities set, motivation and differentiation are seen as important. The implementation of the aforementioned approaches and teaching methods are supported by the policy and organisation of the school, where the research study was conducted.Originality/valueAs stated in the National Curriculum and within the framework of inclusion, all pupils for whom English is not their first language have to be provided with opportunities to develop the English language, the acquisition of which will help them to have access and take part in all subject areas. The present study explores what certain teaching approaches and methods can provide NNS with equal opportunities to develop English as an AL and why.

“I think it was a trick to fail Eastern”: A multi-level analysis of teachers’ views on the implementation of the SHRP Program in Uganda

This article is possibly the first qualitative research on the USAID-funded School Health and Reading Program (SHRP), implemented in Uganda since 2012. The SHRP program is aimed at scaling up the Thematic Curriculum (TC) reform, which was the first attempt to standardize the use of mother tongues in lower primary schools through child-centred pedagogical practices. SHRP has expanded the TC to additional local languages and districts, providing new learning materials – including specific teaching techniques – and teacher training to support it. However, the implementation of SHRP is marked by the fact that it is a donor-led reform that is perceived by teachers as an external intervention not well suited for Ugandan classroom realities. Our research is a multi-layered analysis of how teachers perceive the reform as its grassroots implementers. We ask how SHRP’s pedagogical emphasis on child-centred pedagogy is linked to it being donor-funded, and how teachers translate this perceived link into their classroom practices. We trace the links between the policy, classroom, and community levels to make concrete suggestions on how the SHRP program can benefit from teachers’ resources and creativity, while highlighting which aspects of mother tongue education the Ugandan Government needs to prioritize on a national level, and which aspects need to be better adjusted on a regional basis.

A study on the implementation frequency of classroom management strategies by preschool teachers and how useful teachers find them

In this study, it is aimed to determine the classroom management strategies used by preschool teachers and to detect how useful they find these strategies. The screening model, which is among the quantitative research methods, was used in the study. The study group constitutes of 72 pre-school teachers, who work private and state kindergartens in Ankara and who take part in TUBITAK Project entitled the Years (The Incredible Years-IY) Teacher Classroom Management Adaptation Program of Classroom: Turkey Sample. Teacher Classroom Management Strategies Questionnaire and the Personal Information Form were used as data collection tools in this study. In this study, only the data on the Specific Teaching Techniques Scale of the questionnaire were evaluated. Descriptive statistics and paired samples t-test were used to evaluate the data. As a result of the study, it was found that teachers used both developing and compulsive dimensions as classroom management strategies. However, teachers reported that although the developing dimension of classroom management strategies was more beneficial than the compulsive dimension, they did not frequently use strategies for the developing dimension. As a result, it has been determined that preschool teachers use compulsive classroom management strategies more frequently although they do not find it useful.

Faculty Development in Basic Science Disciplines for Clinical Teachers: Results of a Cross-Cultural Workshop in the Dominican Republic.

Faculty development programs, studied both within the USA and internationally, have been shown to be helpful for enhancing scholarly and academic work for academic faculty in teaching institutions. This project investigates the impact of a well-studied faculty development program applied to basic science teachers in an academic medical center in the Dominican Republic. A faculty cohort of physician educators in the Basic Sciences at Universidad Iberoamericana (UNIBE) School of Medicine in the Dominican Republic underwent training in the Stanford Faculty Development Center (SFDC) model of teaching through a sequence of seven workshops that were adapted for basic science content. A validated retrospective pre- and post-test instrument was used to measure study outcomes on specific teaching behaviors at the end of the workshops, at 3-month and at 12-month post-intervention. Thematic analysis of specific teaching techniques and barriers to their teaching were compiled. Fourteen faculty participants completed the study. All participants found the workshops valuable. Significant improvement in self-reported teaching abilities was seen comparing the mean pre-intervention scores of 106.21 (maximum score = 145, standard deviation [SD] = 12.70) with mean immediate post-intervention scores of 138.28 (SD = 6.12), the 3-month post-intervention scores of 129.79 (SD = 11.12) and the 1-year post-intervention scores of 131.86 (SD = 11.26). Several consistent themes were found among participants. Faculty development for improving teaching of basic science concepts by clinicians can be performed across the cultures of the USA and the Dominican Republic.

Analysis Of The Efficacy Of Various Types of Preparatory Work For The Gross Anatomy Laboratory

Educators are always looking for ways to provide more content to students without the student feeling overwhelmed and still performing well in the course. One way this is done is to provide preparatory work prior to class so the educator can focus on applying concepts in class, thereby guiding students to higher levels of learning domains. The literature informs educators that active learning is one way to help students apply concepts. There is also literature on how specific teaching techniques, such as videos, interactive modules, or 3‐dimensional imaging, enable knowledge acquisition and application. However, there is little research on the most effective method of delivering preparatory content. This study aims to explore the most effective preparatory work for students to acquire baseline knowledge prior to gross anatomy laboratory sessions.Consenting graduate students (n=21) in an anatomy course were divided into three groups (A, B, and C). For each dissection‐based laboratory session, each group was assigned a type of preparatory work: typed notes, labeled images, or a video describing the labeled images. Students were asked to spend 30–40 minutes reviewing the preparatory work. At the beginning of the session, students’ knowledge was assessed with a short, fill‐in‐the‐blank (FITB) quiz identifying structures on cadaveric specimens. At the end of the session, students filled out a short survey on their perceptions of the preparatory work. Throughout the semester, each group rotated through the three different preparatory assignments. Differences in quiz scores between groups were compared using one‐way ANOVA in R‐software (v.3.6.0) for each laboratory session.This study analyzed overall, if there was a type of preparatory work that helped students acquire knowledge prior to application in a laboratory session. Results do not suggest that one type of preparatory work is preferable over another for student knowledge acquisition. Overall, quiz scores were lower than expected, indicating that students were not using the preparatory work prior to attending the laboratory session. It should be noted that students were required to use the preparatory work. After a question was added to the quizzes whether they did the preparatory work or not, students indicated that they did not complete the preparatory work. Survey data demonstrates that students prefer content that incorporates aspects of each type of preparatory work. For example, those that watched the video requested notes and/or charts; those that had notes requested images; those that had labeled images requested more details. These data suggests that providing information on location of structures wasn’t enough for students. Based on both the quiz scores and survey data collected, students require more information on how structures relate to surrounding structures with both written information and visual information in order to correctly identify structures in the gross anatomy laboratory. Therefore preparatory work for gross anatomy laboratory sessions should be multi‐modal in design. This study will be repeated with the next cohort of graduate anatomy students in Spring 2020.

Faculty-lead Opinions on Workplace-based Methods for Graduated Managerial Teaching (FLOW MGMT): A National Cross-sectional Survey of Canadian Emergency Medicine Lead Educators.

Patient volumes are increasing in emergency departments (ED), causing issues with long wait times and overcrowding. One strategy to cope with this phenomenon is to focus on improving patient flow through the ED. Building on earlier work that identified how staff physicians manage flow and what techniques they employ to teach managerial skills to residents, we aimed to determine when it was most appropriate to implement these teaching strategies in a resident's training. We employed a Canada-wide cross-sectional survey of experienced emergency medicine (EM) teaching faculty to determine when they felt our previously identified teaching strategies would be appropriate to implement. The survey was piloted with local educational experts. A total of 21 EM (38% female, 62% male) educators from 11 programs responded to the survey. The respondents provided an average of 42.5 endorsements per participant for specific teaching techniques across the stages of training. The core of discipline (35.9%) and transition to practice (39.7%) were the stages of training that received the most endorsement. The top two teaching techniques included the observational teaching technique "attitudinal role modeling (i.e. a strong work ethic)" and the conversational teaching technique "teacher provides clinical pearls, tips, pointers." The participants showed fairly high agreement, with the advanced in situ techniques showing fairly high reliability as measured by intraclass correlation coefficients ranging from 0.88 to 0.90. Our results show a trend toward faculty utilizing more didactic and observational teaching techniques early in residency and then progressing toward more experiential techniques in the senior stages of training. This is consistent with a graduated increase in responsibility as residents demonstrate competency and progress through their training. The results of this study will help inform faculty development around teaching managerial skills in the area of competency-based medical education.

Enhancing the Intercultural Competence of College Students: A Consideration of Applied Teaching Techniques

Many higher education instructions have set forth explicit objectives to improve college students’ intercultural sensitivity and communication. However, there currently exits considerable heterogeneity in terms of the extent and methods that higher education institutions undertake in order to achieve these important goals. This praxis essay provides a framework to understand the process of intercultural learning in college students, the core features of academic cultural psychology, and makes specific recommendations for effective and innovative ways to teach a cultural psychology course to a broad range of undergraduate students. Specific teaching techniques are offered to target specific intercultural learning areas.

Training Individuals to Implement Applied Behavior Analytic Procedures via Telehealth: A Systematic Review of the Literature

The purpose of this article is to summarize literature relating to training individuals to implement applied behavior analytic procedures via telehealth and identify any gaps in the evidence base for this type of support. A systematic literature search revealed 20 articles focusing on training individuals to implement specific ABA techniques via telehealth. The Evaluative Method (Reichow et al. in J Austism Dev Disord 38:1311–1319, 2008; Reichow, in: Reichow, Doehring, Cicchetti, Volkmar (eds) Evidence-based practices and treatments for children with autism, Springer, New York, Reichow 2011) was used to assess the methodological quality of included articles. Results indicated that individuals were trained to implement a range of techniques, including assessments, targeted interventions, and specific teaching techniques. Socially significant outcomes were reported for clients in the form of reduced challenging behavior and increased skills. Trainee fidelity following training via telehealth was variable, and barriers related to the use of telehealth were highlighted. Where evaluated, cost and travel burdens were considerably lower than support provided in-person. The emerging literature is promising and suggests that telehealth may be an effective means of training individuals in ABA techniques; however, wider issues and practical implications related to the use of telehealth should be considered and are discussed as it relates to ABA providers.