ERIC Number: EJ1441025
Record Type: Journal
Publication Date: 2024-Sep
Pages: 32
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1053-0819
EISSN: EISSN-1573-3513
Effects of Behavioral Instruction and Feedback Checklists on Graphing Conventions
Kendra E. Guinness; Philip N. Chase; Kylan S. Turner; Judah B. Axe
Journal of Behavioral Education, v33 n3 p689-720 2024
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.
Descriptors: Feedback (Response), Check Lists, Sequential Approach, Concept Formation, Graphs, Verbal Communication, Graduate Students, Applied Behavior Analysis, Intervention, Teaching Methods, Skill Development, Behavior Patterns
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A