Training Preservice Practitioners to Make Data-Based Instructional Decisions

Wolfe, Katie; McCammon, Meka N.; LeJeune, Lauren M.; Holt, Ashley King

doi:10.1007/s10864-021-09439-0

Cited by 8 publications

(6 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…3 for the graphical shifts in items recalled in that exercise. Graphical visualization is a recommended best practice [ 19 , 49 ], see also [ 112 ] at any rate, and its use in decision-making can be trained (e.g., [ 113 – 116 ]). Expertise in use of visual inspection thus is demonstrably trainable.…”

Section: Discussionmentioning

confidence: 99%

Remarkably reproducible psychological (memory) phenomena in the classroom: some evidence for generality from small-N research

Imam

2022

BMC Psychol

View full text Add to dashboard Cite

Background Mainstream psychology is experiencing a crisis of confidence. Many of the methodological solutions offered in response have focused largely on statistical alternatives to null hypothesis statistical testing, ignoring nonstatistical remedies that are readily available within psychology; namely, use of small-N designs. In fact, many classic memory studies that have passed the test of replicability used them. That methodological legacy warranted a retrospective look at nonexperimental data to explore the generality of the reported effects. Method Various classroom demonstrations were conducted over multiple semesters in introductory psychology courses with typical, mostly freshman students from a predominantly white private Catholic university in the US Midwest based on classic memory experiments on immediate memory span, chunking, and depth of processing. Results Students tended to remember 7 ± 2 digits, remembered more digits of π following an attached meaningful story, and remembered more words after elaborative rehearsal than after maintenance rehearsal. These results amount to replications under uncontrolled classroom environments of the classic experiments originally conducted largely outside of null hypothesis statistical testing frameworks. Conclusions In light of the ongoing replication crisis in psychology, the results are remarkable and noteworthy, validating these historically important psychological findings. They are testament to the reliability of reproducible effects as the hallmark of empirical findings in science and suggest an alternative approach to commonly proffered solutions to the replication crisis.

show abstract

Section: Discussionmentioning

confidence: 99%

Remarkably reproducible psychological (memory) phenomena in the classroom: some evidence for generality from small-N research

Imam

2022

BMC Psychol

View full text Add to dashboard Cite

show abstract

“…Data-based decision-making often occurs at the intervention level, meaning a feedback loop exists where providers implement an intervention with a consumer, collect intervention data, analyze that data, then decide whether to continue, stop, or adjust intervention (Gischlar et al, 2009;Hojnoski et al, 2009;Vanselow et al, 2011;Wolfe et al, 2021). Figure 4 is a visual depiction of how the data-based decision-making feedback loop can be used in the application of a human services intervention.…”

Section: Feedback Loopsmentioning

confidence: 99%

Ethics and Ethical Problem Solving

Brodhead¹,

Oteto²

2022

Preprint

View full text Add to dashboard Cite

In this chapter we define behavioral systems and behavioral systems analysis with examples of contexts where behavioral systems may be used to fulfill ethical obligations of protecting consumers and providing high quality care. Specifically, we describe a systems approach to incorporate consumer choice into treatment decisions, monitoring adverse events in behavioral treatment, and develop and use consumer feedback loops to improve practice and standards. Where appropriate, we provide examples behavioral systems in visual or table format to help further illustrate the concept of a behavioral system to help support ethical behavior in practice.

show abstract

“…A plethora of literature supports the effectiveness of online training models both before and after the pandemic (Granpeesheh et al, 2010;Hamad et al, 2010;Pollard et al, 2021;Serna et al, 2015;Wolfe et al, 2021;Yi & Dixon, 2021). The effects of online ABA training were examined by Granpeesheh et al (2010), who used an online training tool to train newly hired behavioural practitioners in teaching basic behavioural principles and intervention strategies for individuals with ASD.…”

Section: Introductionmentioning

confidence: 99%