ERIC Number: EJ1110486
Record Type: Journal
Publication Date: 2016-Sep
Abstractor: As Provided
Using Stimulus Equivalence-Based Instruction to Teach Graduate Students in Applied Behavior Analysis to Interpret Operant Functions of Behavior
Albright, Leif; Schnell, Lauren; Reeve, Kenneth F.; Sidener, Tina M.
Journal of Behavioral Education, v25 n3 p290-309 Sep 2016
Stimulus equivalence-based instruction (EBI) was used to teach four, 4-member classes representing functions of behavior to ten graduate students. The classes represented behavior maintained by attention (Class 1), escape (Class 2), access to tangibles (Class 3), and automatic reinforcement (Class 4). Stimuli within each class consisted of a single textual label, and multiple exemplars of textual descriptions, graphical representations, and clinical vignettes. EBI was conducted using custom computer software in a match-to-sample (MTS) format. A pretest-train-posttest design conducted during a single session evaluated performances on computer MTS, written multiple-choice, and oral tests. Scores improved from pretests to posttests on all three tests for all students following EBI. In addition, class-consistent performances maintained 2 weeks after posttests were conducted. These results demonstrated that EBI can be used to effectively teach the functions of behavior and that a MTS teaching protocol administered on a computer can promote the emergence of class-consistent responding to selection-based (i.e., multiple-choice) and topography-based (i.e., oral) tests.
Descriptors: Stimuli, Teaching Methods, Graduate Students, Attention, Behavior, Vignettes, Visual Stimuli, Computer Software, Pretests Posttests, Multiple Choice Tests, Scores, Performance
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A