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

Blair, Bryan; Shawler, Lesley A.; Albright, Leif K.; Ferman, Daniel M.

doi:10.1007/s40616-020-00140-3

Cited by 3 publications

(3 citation statements)

References 48 publications

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“…We used a pretest–posttest design that provides repeated measures of the dependent variable but does not demonstrate experimental control. In future studies, researchers may evaluate EBI using a multiple‐baseline design across participants (e.g., Blair et al, 2021), classrooms, or sets of stimuli. This design will help rule out maturation as a potential confounding factor.…”

Section: Discussionmentioning

confidence: 99%

“…Researchers have used EBI to teach definitions and applications of terms to students in higher education (see Brodsky & Fienup, 2018, for a review), including several successful applications of EBI to teach students behavior‐analytic content. Researchers have taught students behavior‐analytic terminology (Augland et al, 2020; Blair et al, 2021; Ostrosky et al, 2022), single‐subject design (Lovett et al, 2011; Walker & Rehfeldt, 2012), verbal operants (O'Neill et al, 2015), visual analysis (Blair et al, 2019), discrete‐trial teaching (Cariveau et al, 2020), and how to interpret operant functions (Albright et al, 2016). These studies collectively demonstrate that EBI consistently produces correct responding to untrained relations between stimuli.…”

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confidence: 99%

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

Wiskow,

Subramaniam,

Montenegro‐Montenegro

2023

J of App Behav Analysis

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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.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

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

Wiskow,

Subramaniam,

Montenegro‐Montenegro

2023

J of App Behav Analysis

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“…This differs from synchronous instruction in which students interact with educational material with an actual instructor live and in real-time, though with the advent of video conferencing software, synchronous instruction no longer implies in-person instruction. Asynchronous instruction has been shown to be effective for teaching and learning various concepts and principles for a variety of learners, including parents of children with autism spectrum disorder (Blackman et al, 2020 ; Jang et al, 2012 ), behavior therapists (Granpeesheh et al, 2010 ), teachers (Higbee et al, 2016 ), and undergraduate and graduate students (Blair et al, 2021 ; Davis et al, 2007 ; Root & Rehfeldt, 2021 ).…”

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confidence: 99%

Creating Responsive Asynchronous Instructional Sequences Using PowerPointTM for Microsoft 365®

Mittelman

2022

Behav Analysis Practice

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The prevalence of distance education utilizing asynchronous instruction has increased in recent years. Asynchronous instruction differs from the more common synchronous instruction in that learners primarily contact the lessons and educational materials on their own rather than with a live instructor. Though not without its limitations, asynchronous instruction offers a variety of advantages that can make instruction more efficient, produce better outcomes, and increase accessibility to a greater variety of learners if created using known principles of effective instructional design. Though many platforms exist for creating asynchronous instruction, these are often accompanied by barriers to their widespread use. A potential cost-effective and flexible alternative to these is Microsoft® PowerPoint TM . The present report serves as a guide for creating interactive and responsive asynchronous instructional sequences with PowerPoint for Microsoft 365® using principles and procedures derived from programmed instruction (Skinner, 1968 ). Ideas for additional response types are also provided, as are the limitations of designing instructional sequences with this software. Previous papers on the use of PowerPoint as an instructional tool have been primarily geared towards instruction for young learners or learners with autism. As such, the present article expands on the use of PowerPoint specifically to higher education.

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Applied behavior analysis and college teaching

Cihon¹,

Kim²,

Eshleman³

et al. 2023

Applied Behavior Analysis Advanced Guidebook

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

Cited by 3 publications

References 48 publications

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

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

Creating Responsive Asynchronous Instructional Sequences Using PowerPointTM for Microsoft 365®

Applied behavior analysis and college teaching

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