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Optimizing Task-Analysis Instruction: Effects of Descriptions and Pictures of Antecedent Stimuli and Outcomes

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Title: Optimizing Task-Analysis Instruction: Effects of Descriptions and Pictures of Antecedent Stimuli and Outcomes
Language: English
Authors: Bryan C. Tyner, Steven D. Floumanhaft, Ramon Marin, Daniel M. Fienup (ORCID 0000-0002-0593-2929)
Source: Journal of Applied Behavior Analysis. 2024 57(4):957-972.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 16
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: College Students, Instructional Design, Instructional Effectiveness, Teaching Methods, Pictorial Stimuli, Graphs, Feedback (Response), Task Analysis, Test Results, Achievement Gains
DOI: 10.1002/jaba.2904
ISSN: 0021-8855
1938-3703
Abstract: Little research has examined specific instructional variables that influence the development and effectiveness of task-analysis instruction. We conducted two experiments using text-based task analyses to teach college students to create single-subject reversal design graphs. In Experiment 1, we tested the effects of presenting antecedent and outcome stimuli on graphing performance (accuracy, yield, time to completion). Different groups of participants experienced graphing tutorials with descriptions and pictures of (a) responses; (b) antecedent stimuli and responses; (c) responses and outcomes of correct responses; and (d) antecedent stimuli, responses, and outcomes. In Experiment 2, we compared tutorials with and without pictures. Collectively, the results suggest that graphing accuracy was positively affected by task analyses that included pictures and descriptions of antecedent stimuli and that adding outcome stimuli further benefited graphing accuracy. These results suggest critical instructional elements that should be included in future task analyses of graphing or other complex behavior chains.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1444377
Database: ERIC
FullText Text:
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  Data: Optimizing Task-Analysis Instruction: Effects of Descriptions and Pictures of Antecedent Stimuli and Outcomes
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  Data: <searchLink fieldCode="AR" term="%22Bryan+C%2E+Tyner%22">Bryan C. Tyner</searchLink><br /><searchLink fieldCode="AR" term="%22Steven+D%2E+Floumanhaft%22">Steven D. Floumanhaft</searchLink><br /><searchLink fieldCode="AR" term="%22Ramon+Marin%22">Ramon Marin</searchLink><br /><searchLink fieldCode="AR" term="%22Daniel+M%2E+Fienup%22">Daniel M. Fienup</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0593-2929">0000-0002-0593-2929</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Applied+Behavior+Analysis%22"><i>Journal of Applied Behavior Analysis</i></searchLink>. 2024 57(4):957-972.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Design%22">Instructional Design</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Pictorial+Stimuli%22">Pictorial Stimuli</searchLink><br /><searchLink fieldCode="DE" term="%22Graphs%22">Graphs</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Task+Analysis%22">Task Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Results%22">Test Results</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Gains%22">Achievement Gains</searchLink>
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  Data: 10.1002/jaba.2904
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  Data: 0021-8855<br />1938-3703
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  Label: Abstract
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  Data: Little research has examined specific instructional variables that influence the development and effectiveness of task-analysis instruction. We conducted two experiments using text-based task analyses to teach college students to create single-subject reversal design graphs. In Experiment 1, we tested the effects of presenting antecedent and outcome stimuli on graphing performance (accuracy, yield, time to completion). Different groups of participants experienced graphing tutorials with descriptions and pictures of (a) responses; (b) antecedent stimuli and responses; (c) responses and outcomes of correct responses; and (d) antecedent stimuli, responses, and outcomes. In Experiment 2, we compared tutorials with and without pictures. Collectively, the results suggest that graphing accuracy was positively affected by task analyses that included pictures and descriptions of antecedent stimuli and that adding outcome stimuli further benefited graphing accuracy. These results suggest critical instructional elements that should be included in future task analyses of graphing or other complex behavior chains.
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Feedback (Response)
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      – SubjectFull: Test Results
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      – SubjectFull: Achievement Gains
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      – TitleFull: Optimizing Task-Analysis Instruction: Effects of Descriptions and Pictures of Antecedent Stimuli and Outcomes
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