2021
DOI: 10.1007/s40616-020-00140-3
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An Evaluation of the Emergence of Untrained Academic and Applied Skills After Instruction With Video Vignettes

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Cited by 3 publications
(3 citation statements)
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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%
See 1 more Smart Citation
“…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.…”
mentioning
confidence: 99%
“…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 ).…”
mentioning
confidence: 99%