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ERIC Number: EJ1110506
Record Type: Journal
Publication Date: 2016-Sep
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1053-0819
The Effects of Describing Antecedent Stimuli and Performance Criteria in Task Analysis Instruction for Graphing
Tyner, Bryan C.; Fienup, Daniel M.
Journal of Behavioral Education, v25 n3 p379-392 Sep 2016
Task analyses are ubiquitous to applied behavior analysis interventions, yet little is known about the factors that make them effective. Numerous task analyses have been published in behavior analytic journals for constructing single-subject design graphs; however, learner outcomes using these task analyses may fall short of what could be considered socially significant by educators and the behavior analytic community. To investigate ways to enhance task analysis instruction, graphing performance was compared between groups receiving either a task analysis that simply described the necessary responses or the same task analysis supplemented with descriptions of relevant antecedent stimuli and performance criteria, or the consequences of correctly performing each step. Participants using the supplemented task analysis demonstrated more accurate graphing behavior compared with those using the task analysis without these descriptions. Implications of enhancing task analysis effectiveness by linking instructions to the three-term contingency are discussed.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A