Teaching generatively: Learning about disorders and disabilities

Alter, Margaret M.; Borrero, John C.

doi:10.1002/jaba.211

Cited by 7 publications

(4 citation statements)

References 14 publications

(42 reference statements)

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“…(2018) in which MTS EBI was superior to a self‐instruction procedure. The finding is also consistent with prior studies that showed EBI, in general, is an effective procedure for teaching classes of verbally complex stimuli (e.g., Albright, et al., 2016a; Alter & Borrero, 2015; Blair et al., 2019; Brodsky & Fienup, 2018; Critchfield & Fienup, 2010; Fields et al., 2009b; Fienup & Brodsky, 2017; Fienup & Critchfield, 2010, 2011; Fienup et al., 2010; O'Neill et al., 2015; Pytte & Fienup, 2012; Varelas & Fields, 2017; Walker & Rehfeldt, 2012). Differences in performance on generalization trials, however, were not significant.…”

Section: Discussionsupporting

confidence: 91%

“…EBI has been used successfully to teach equivalence classes in a variety of content areas to learners with sophisticated verbal repertoires (see review by Brodsky & Fienup, 2018). This includes teaching including mathematical functions (Ninness et al., 2005, 2006, 2009), statistical interactions (Fields et al., 2009b), statistical hypothesis testing (Fienup & Critchfield, 2010, 2011), neuroanatomy concepts (Fienup et al., 2010, 2015, 2016; Greville, Dymond, & Newton, 2016; Pytte & Fienup, 2012; Reyes‐Giordano & Fienup, 2015), prenatal development concepts (Varelas & Fields, 2017), disability categories (Alter & Borrero, 2015; Walker, Rehfeldt, & Ninness, 2010), group research designs (Sella, Ribeiro, & White, 2014), single‐subject designs (Albright, Reeve, Reeve, & Kisamore, 2016a; Blair et al., 2019; Lovett, Rehfeldt, Garcia, & Dunning, 2011; Walker & Rehfeldt, 2012), functions of behavior (Albright, Schnell, Reeve, & Sidener, 2016b), and verbal operants (O’Neill, Rehfeldt, Ninness, Munoz, & Mellor, 2015).…”

Section: Introductionmentioning

confidence: 99%

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Comparing two equivalence‐based instruction protocols and self‐study for teaching logical fallacies to college students

Gallant

Reeve

et al. 2021

Behavioral Interventions

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The current study compared two equivalence-based instruction (EBI) protocols to each other and to a self-study control group to teach classes of logical fallacies to college students. The two different EBI protocols were stimuluspairing yes-no (SPYN) responding and match-to-sample (MTS). Four three-member logical fallacy classes were taught (i.e., ad hominem, circular argument, faulty analogy, and slippery slope). Class members consisted of the fallacy definition, fallacy name, and multiple examples of vignettes of each fallacy. Three vignette exemplars per class were used to program for generalization across vignettes, and two more were reserved to assess generalization. Written and computerized tests were completed before training, immediately following training, and at a 1-week follow-up session. The results showed that both MTS and SPYN EBI procedures were superior to self-study procedures with respect to computerized test outcomes, but not written test outcomes. In addition, the effects of MTS and SPYN were similar to one another regarding equivalence class formation, computerized tests, and written tests. These results increase the range of procedures that may be used to establish equivalence classes.

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Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Comparing two equivalence‐based instruction protocols and self‐study for teaching logical fallacies to college students

Gallant

Reeve

et al. 2021

Behavioral Interventions

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“…Research on the positive educational outcomes produced by college-level EBI applications has been building in the last few decades. 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).…”

mentioning

confidence: 99%

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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“…Each e-learning module (see Figure 3) is based on a 4-step approach used in pedagogy [68-70]: (1) answer a quiz (pretest), (2) understand the issue, (3) act on the issue, and (4) answer a quiz. The quiz is designed both for learning purposes and to evaluate workers [71].…”

Section: Methodsmentioning

confidence: 99%

WittyFit—Live Your Work Differently: Study Protocol for a Workplace-Delivered Health Promotion

Dutheil¹,

Duclos²,

Naughton³

et al. 2017

JMIR Res Protoc

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BackgroundMorbidity before retirement has a huge cost, burdening both public health and workplace finances. Multiple factors increase morbidity such as stress at work, sedentary behavior or low physical activity, and poor nutrition practices. Nowadays, the digital world offers infinite opportunities to interact with workers. The WittyFit software was designed to understand holistic issues of workers by promoting individualized behavior changes at the workplace.ObjectiveThe shorter term feasibility objective is to demonstrate that effective use of WittyFit will increase well-being and improve health-related behaviors. The mid-term objective is to demonstrate that WittyFit improves economic data of the companies such as productivity and benefits. The ultimate objective is to increase life expectancy of workers.MethodsThis is an exploratory interventional cohort study in an ecological situation. Three groups of participants will be purposefully sampled: employees, middle managers, and executive managers. Four levels of engagement are planned for employees: commencing with baseline health profiling from validated questionnaires; individualized feedback based on evidence-based medicine; support for behavioral change; and formal evaluation of changes in knowledge, practices, and health outcomes over time. Middle managers will also receive anonymous feedback on problems encountered by employees, and executive top managers will have indicators by division, location, department, age, seniority, gender and occupational position. Managers will be able to introduce specific initiatives in the workplace. WittyFit is based on two databases: behavioral data (WittyFit) and medical data (WittyFit Research). Statistical analyses will incorporate morbidity and well-being data. When a worker leaves a workplace, the company documents one of three major explanations: retirement, relocation to another company, or premature death. Therefore, WittyFit will have the ability to include mortality as an outcome. WittyFit will evolve with the waves of connected objects further increasing its data accuracy. Ethical approval was obtained from the ethics committee of the University Hospital of Clermont-Ferrand, France.ResultsWittyFit recruitment and enrollment started in January 2016. First publications are expected to be available at the beginning of 2017.ConclusionsThe name WittyFit came from Witty and Fitness. The concept of WittyFit reflects the concept of health from the World Health Organization: being spiritually and physically healthy. WittyFit is a health-monitoring, health-promoting tool that may improve the health of workers and health of companies. WittyFit will evolve with the waves of connected objects further increasing its data accuracy with objective measures. WittyFit may constitute a powerful epidemiological database. Finally, the WittyFit concept may extend healthy living into the general population.Trial RegistrationClinicaltrials.gov: NCT02596737; https://www.clinicaltrials.gov/ct2/show/NCT02596737 (Archived by WebCite at h...

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Teaching generatively: Learning about disorders and disabilities

Cited by 7 publications

References 14 publications

Comparing two equivalence‐based instruction protocols and self‐study for teaching logical fallacies to college students

Comparing two equivalence‐based instruction protocols and self‐study for teaching logical fallacies to college students

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

WittyFit—Live Your Work Differently: Study Protocol for a Workplace-Delivered Health Promotion

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