Scholarship and Epistemology: A Response to Backman and Barker (2022)

In this response, we address issues they raised in their paper. We tackle the misrepresentation of our research and findings by further clarifying the applied behavior analytic framework underpinning our intervention studies; emphasize the substantial effects of improving the content knowledge of teachers; refute ideological positioning based on scholarly one-upmanship; and elaborate on the scientific growth of our understanding of CCK.

Automated summary

This article addresses issues raised in other studies, clarifies the applied behavior analytic framework, emphasizes the importance of improving teacher content knowledge, refutes ideological positioning based on academic competition, and elaborates on the scientific growth in understanding of CCK.