NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1063754
Record Type: Journal
Publication Date: 2015
Pages: 14
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0021-8855
Teaching Generatively: Learning about Disorders and Disabilities
Alter, Margaret M.; Borrero, John C.
Journal of Applied Behavior Analysis, v48 n2 p376-389 Sum 2015
Stimulus equivalence procedures have been used to teach course material in higher education in the laboratory and in the classroom. The current study was a systematic replication of Walker, Rehfeldt, and Ninness (2010), who used a stimulus equivalence procedure to train information pertaining to 12 disorders. Specifically, we conducted (a) a written posttest immediately after each training unit and (b) booster training sessions for poor performers. Results showed immediate improvement from pretest to posttest scores after training, but problems with maintenance were noted in the final examination. Implications of poor maintenance are discussed in the context of the current study and stimulus equivalence research in higher education generally.
Wiley Periodicals, Inc. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
IES Grant or Contract Numbers: RO1HD049753