Using equivalence‐based instruction to teach the visual analysis of graphs

A comparison of individual and group equivalence-based instruction delivered via Canvas

Equivalence-based instruction (EBI) is an efficient method that has been used to teach various skills, including content in college courses. This study extended the literature on EBI in higher education by teaching 13 graduate students to identify features of functional analysis conditions and variations. Equivalence-based instruction methods were implemented using Canvas, an online learning management system. Participants completed pretests, experienced EBI individually and in small groups, and completed a posttest, all using the quiz feature in Canvas. The EBI modules increased students' posttest scores relative to pretest scores by 36%, on average, and there was a slight increase in correct responding in the group relative to the individual teaching condition. Furthermore, responses to social-validity surveys indicated that EBI was acceptable to most students; however, students' preferences for group and individual EBI varied.

An Evaluation of the Emergence of Untrained Academic and Applied Skills After Instruction With Video Vignettes

Applied behavior-analytic skills are derived from precise, technical, objective operational definitions and exemplars of natural phenomena. In some cases, technical behavior-analytic terminology can be challenging for students and practitioners to learn and apply given a person's individual history with the concepts. One of the conceptual areas of behavior analysis that learners tend to struggle with more than other areas is the functional account of human language or verbal behavior. We used an emergent-responding training protocol with freely available and easy-to-implement web-based learning tools to teach the terms and definitions of Skinner's taxonomy of verbal operants using video exemplars and mixed response forms to six graduate students. We also tested for the emergence of untrained applied clinical skills in the form of collecting data while watching novel real-world video exemplars. We found that the video-based training system reliably resulted in the emergence of untrained responding and generalization to novel stimuli and responses and that the skills were maintained by four out of six participants for 2 weeks. In addition, the applied skills performances of the participants were comparable to students who received traditional training in verbal behavior, slightly lower than the performances of Board Certified Behavior Analysts, and considerably lower than the performances of doctoral-level BCBAs. When compared to other published research that used emergent-responding training protocols, the current study required more training time on average but resulted in better performances during some maintenance probes. A brief conceptual analysis of our data is presented, as well as recommendations for future research.

SUPPLEMENTARY INFORMATION

The online version contains supplementary material available at 10.1007/s40616-020-00140-3.

Three Alternatives for Graphing Behavioral Data: A Comparison of Usability and Acceptability

Making treatment decisions based upon graphed data is important in helping professions. A small amount of research has compared usability between equal-interval and semi-log graphs, but no prior studies have compared different types of semi-log graphs. Using a randomized, cross-over, experimental design with 72 participants, this study examined the relative usability and acceptability of three types of graphs: Regular (equal-interval), Standard Celeration Chart (SCC; semi-log), and Standard Behavior Graph (SBG; semi-log). All participants used each graph across three usability tasks (Plotting Data, Writing Values, and Interpreting Trends). For the Plotting and Writing tasks, the equal-interval graph produced the greatest rate of correct responses. However, for the Interpreting task the SBG produced the greatest rate of corrects, while the equal-interval graph produced the smallest rate. User acceptability mainly favored the equal-interval and SBG graphs. Study findings and implications are discussed with respect to graph usability and acceptability during day-to-day practice.

Developing and Implementing Emergent Responding Training Systems With Available and Low-Cost Computer-Based Learning Tools: Some Best Practices and a Tutorial

Systems and protocols based on emergent responding training have been demonstrated to be effective instructional tools for teaching a variety of skills to typically developing adult learners across a number of content areas in controlled research settings. However, these systems have yet to be widely adopted by instructors and are not often used in applied settings such as college classrooms or staff trainings. Proponents of emergent responding training systems have asserted that this failure might be because the protocols require substantial resources to develop, and there are no known manuals or guidelines to assist teachers or trainers with the development of the training systems. In order to assist instructors with the implementation of systems, we provide a brief summary of emergent responding training systems research; review the published computer-based training systems studies; present general guidelines for developing and implementing a training and testing system; and provide a detailed, task-analyzed written and visually supported manual/tutorial for educators and trainers using free and easily accessible computer-based learning tools and web applications. Educators and trainers can incorporate these methods and learning tools into their current curriculum and instructional designs to improve overall learning outcomes and training efficiency.