Effects of Behavioral Instruction and Feedback Checklists on Graphing Conventions.
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| Title: | Effects of Behavioral Instruction and Feedback Checklists on Graphing Conventions. |
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| Authors: | Guinness, Kendra E. (AUTHOR), Chase, Philip N. (AUTHOR), Turner, Kylan S. (AUTHOR), Axe, Judah B. (AUTHOR) |
| Source: | Journal of Behavioral Education. Sep2024, Vol. 33 Issue 3, p689-720. 32p. |
| Subjects: | Distance education, Behavioral assessment, Behavior analysts, Graduate students |
| Abstract: | Graphing is a complex and critical skill for behavior analysts. We evaluated the effects of conceptual training modules and feedback checklists on verbal behavior about graphing conventions and adherence to graphing conventions with graduate students in behavior analysis. In Experiment 1, conceptual training increased the accuracy of verbal behavior, though both participants achieved criterion in the absence of instruction for some verbal behavior. When graphing adherence did not meet criterion, feedback checklists were implemented that resulted in criterion performance. In Experiment 2, checklists were provided as the primary intervention. Two out of four participants reached criterion for graphing adherence and verbal behavior with this intervention alone, while the remaining two participants reached criterion after a combination of checklists and conceptual training. This evaluation highlights the utility of a sequential approach to training the component skills of a complex repertoire while assessing conceptual behavior and extension of skill acquisition of the individual learner. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Graphing is a complex and critical skill for behavior analysts. We evaluated the effects of conceptual training modules and feedback checklists on verbal behavior about graphing conventions and adherence to graphing conventions with graduate students in behavior analysis. In Experiment 1, conceptual training increased the accuracy of verbal behavior, though both participants achieved criterion in the absence of instruction for some verbal behavior. When graphing adherence did not meet criterion, feedback checklists were implemented that resulted in criterion performance. In Experiment 2, checklists were provided as the primary intervention. Two out of four participants reached criterion for graphing adherence and verbal behavior with this intervention alone, while the remaining two participants reached criterion after a combination of checklists and conceptual training. This evaluation highlights the utility of a sequential approach to training the component skills of a complex repertoire while assessing conceptual behavior and extension of skill acquisition of the individual learner. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10530819 |
| DOI: | 10.1007/s10864-022-09505-1 |
