From the Laboratory to the Classroom: The Effects of Equivalence-Based Instruction on Neuroanatomy Competencies

Fienup, Daniel M.; Mylan, Sanaa E.; Brodsky, Julia; Pytte, Carolyn L.

doi:10.1007/s10864-015-9241-0

Cited by 16 publications

(23 citation statements)

References 26 publications

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“…Furthermore, the training benefits, relative to the cost of time engaged in direct instruction, may increase with repeated EBI tutorials. This outcome has been demonstrated by a few studies suggesting participants require less time to complete training with successive EBI tutorials (e.g., Fienup et al, 2016).…”

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confidence: 79%

“…Instructors can use EBI to increase the effectiveness-and potentially the efficiency-of learning in higher education. Researchers have observed large academic gains in little time, maximizing training benefits (Fienup, Mylan, Brodsky, & Pytte, 2016). Furthermore, the training benefits, relative to the cost of time engaged in direct instruction, may increase with repeated EBI tutorials.…”

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confidence: 99%

“…Researchers have applied EBI to a variety of academic topics, such as statistics (Albright, Reeve, Reeve, & Kisamore, 2015;Fields et al, 2009), keyboard playing (Hayes, Thompson, & Hayes, 1989) hypothesis testing Critchfield & Fienup, 2013;, algebra and trigonometric functions (Ninness et al, 2006), disability categorization (Alter & Borrero, 2015;Walker, Rehfeldt, & Ninness, 2010), neuroanatomy (Fienup, Covey, & Critchfield, 2010;Reyes-Giordano & Fienup, 2015), and behavior science topics such as single-subject research design (Lovett, Rehfeldt, Garcia, & Dunning, 2011) and the interpretation of operant functions (Albright, Schnell, Reeve, & Sidener, 2016). Although most EBI applications teach concepts using computerized, programmed instruction in laboratory settings, some have also incorporated lectures (Critchfield, 2014;Fienup et al, 2016;Pytte & Fienup, 2012), paper worksheets (Walker et al, 2010), and distance learning platforms (Critchfield, 2014;Walker & Rehfeldt, 2012).…”

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confidence: 99%

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Sidman Goes to College: A Meta-Analysis of Equivalence-Based Instruction in Higher Education

Brodsky

Fienup

2018

Perspect Behav Sci

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Equivalence-based instruction (EBI) is a pedagogy based on the principles of stimulus equivalence for teaching academically relevant concepts. This self-paced and mastery-based methodology meets many of the instructional design standards suggested by Skinner (1968), adds generative learning by programming for derived stimulus-stimulus relations, and can be particularly useful in the context of a college course in which students must learn numerous concepts. In this article, we provide the first meta-analysis of EBI in higher education. The authors conducted a systematic literature search that identified 31 applied, college-level EBI experiments across 28 articles. Separate meta-analyses were conducted for single-subject and group design studies. Results showed that EBI is more effective than no instruction and an active control and that studies comparing EBI variants show differences between training variants. Future research should increase internal, external, and statistical conclusion validity to promote the mainstream use of EBI in classrooms.

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confidence: 79%

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confidence: 99%

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confidence: 99%

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Sidman Goes to College: A Meta-Analysis of Equivalence-Based Instruction in Higher Education

Brodsky

Fienup

2018

Perspect Behav Sci

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“…Consider, for instance, that research has shown that staff are unlikely to implement behavior programs that are too tedious, time-consuming, or impractical to implement and therefore compete with other job requirements (Sugai & Horner, 2006). As traditionally structured, however, applications based on derived stimulus relations are regarded as rather cumbersome to design and implement (e.g., see Critchfield & Twyman, 2014;Fienup, Hamelin, Reyes-Giordano, & Falcomata, 2011;Fienup, Mylan, Brodsky, & Pytte, 2016). This is unsurprising given that, as Rehfeldt (2011) pointed, most existing applications based on derived stimulus relations are demonstration-of-concept exercises that were designed in service of experimental designs rather than of implementation at scale in natural environments.…”

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confidence: 99%

Why We Are Still Not Acting to Save the World: the Upward Challenge of a Post-Skinnerian Behavior Science

et al. 2018

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Basic research on derived stimulus relations reveals many effects that may be useful in understanding and resolving significant and complex societal problems. Applied research on derived stimulus relations has done little to fulfill this promise, focusing instead mainly on simple demonstrations of well-known phenomena. We trace the research tradition of derived stimulus relations from laboratory to wide-scale implementation, and put forward several suggestions for how to progress effective and impactful research on derived relational responding to issues of immense social importance. To advance a science of behavior from relative social obscurity to the developing world-saving technologies, we must evaluate our own behavior as scientists in the grander social context. Keywords Stimulusrelations. Relational frame theory. Verbal behavior. Social behavior Skinner (e.g., 1953), among his many contributions to the field of behavior science, put forward the position that those who engage in a science of behavior have not only the potential to save the world, but also an obligation to do so. With the publication of Science and Human Behavior (1953), Skinner espoused a technology for predicting and

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“…As highlighted by Fields et al (2009) "The procedural variables that lead to the formation of equivalence classes in the laboratory environment are already well documented" (p. 576). However, according to the authors, it is still necessary to demonstrate the possibility of using procedures based on equivalence for the teaching of more complex contents; in this direction, statistical teaching for university students was identified (Albright, Reeve, Reeve, & Kisamore, 2015;Fields et al, 2009) and neuroanatomy (Fienup, Mylan, Brodsky, & Pytte, 2016).…”

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confidence: 99%

Teaching Chemistry Based on the Stimulus Equivalence Model

César

Moroz

2018

Paidéia (Ribeirão Preto)

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This study aimed to verify the effects of a procedure, based on the stimulus equivalence model, to teach naming 10 chemical elements, from their symbolic representations and their respective numbers and atomic models. Eight high school students participated. Four classes of stimuli were used: (A) name; (B) symbol; (C) atomic number; (E) atomic model of chemical elements. The following were performed: evaluation of the initial repertoire; teaching of conditional relations and testing of emergence of new conditional relations; evaluation of the final repertoire. From the teaching of three relations (AB, BC and BE), almost all participants presented at least 90% of correct answers (hits) in nine relations (BA, CB, AC, CA, EB, AE, EA, CE, EC); in the chemical elements naming (BD, CD and ED), seven participants obtained at least 80% of hits. The efficiency of teaching procedure for chemistry learning at the high school level has been verified.

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From the Laboratory to the Classroom: The Effects of Equivalence-Based Instruction on Neuroanatomy Competencies

Cited by 16 publications

References 26 publications

Sidman Goes to College: A Meta-Analysis of Equivalence-Based Instruction in Higher Education

Sidman Goes to College: A Meta-Analysis of Equivalence-Based Instruction in Higher Education

Why We Are Still Not Acting to Save the World: the Upward Challenge of a Post-Skinnerian Behavior Science

Teaching Chemistry Based on the Stimulus Equivalence Model

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