Using behavioral instruction to teach American Psychological Association citation formatting

Abstract

The present study used an online behavioral instruction program to teach accurate American Psychological Association (APA) citation formatting to nine graduate students. The participants completed two self‐paced, online training modules targeting the correct formation of full reference and in‐text citations, which consisted of the three elements of behavioral instruction: multiple practice opportunities, mastery criteria, and automatic feedback provided contingent on response. Training occurred using a concurrent multiple baseline design across skills (for seven participants) or nonconcurrently across participants (for two participants). Most participants did not correctly use APA citation formatting when probed in the baseline condition. Following training, participants increased their accuracy in APA citations across trained and novel exemplars. Two participants’ data showed limited functional control due to increases in baseline. One participant required an additional visual checklist to reach the mastery criterion for one skill. Social validity was also assessed with overall confidence in using APA citation formatting increasing following completion of the modules. Participants reported overall satisfaction with the online modules stating that they were helpful in teaching correct citation implementation and were easy to use. Limitations to the current study and future uses of behavioral instruction as a technology are discussed.

An online sequential training package to teach citation formatting: Within and across participant analyses

“…Although we addressed several limitations of Parry-Cruwys et al (2022) in the current study, some limitations and areas for future research remain. We did not collect procedural integrity data on the delivery of email feedback.…”

“…In the current study, all participants improved their accuracy of APA citation formatting through a combination of instructional strategies provided via sequential training. We attempted to structure the implementation of learning supports as least resource-intensive to most resource-intensive in terms of initial preparation and ongoing mainte- This study aimed to address limitations in the study of Parry-Cruwys et al (2022). In the previous study, all participants completed online training modules delivered via a learning management system as the primary independent variable to teach APA citation formatting.…”

“…Graduate students not only need to know how to properly format citations while in graduate school, but those who conduct research, engage in academic writing, present at conferences, or pursue additional education will continue to utilize this skill. Parry-Cruwys et al (2022) evaluated the effects of computer-based instruction (CBI) on APA citation accuracy.…”

“…Parry‐Cruwys et al. (2022) evaluated the effects of computer‐based instruction (CBI) on APA citation accuracy. The self‐paced, asynchronous online instruction included pre‐tests, lessons instructing participants in correct APA citation formatting for and allowing for self‐correcting practice, and post‐tests.…”

“…If a participant demonstrated less than 90% accuracy for a skill set following the introduction of the checklist, the online training module for that skill set was introduced. The online training modules were identical to those in the study ofParry-Cruwys et al (2022). For each element of APA formatting, an initial screen showed a textual description of the formatting components and a model.…”