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Effects of Behavioral Instruction and Feedback Checklists on Graphing Conventions

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Publicado en:Journal of Behavioral Education vol. 33, no. 3 (Sep 2024), p. 689
Autor principal: Guinness, Kendra E.
Otros Autores: Chase, Philip N., Turner, Kylan S., Axe, Judah B.
Publicado:
Springer Nature B.V.
Materias:
Adherence
Feedback
Intervention
Verbal behaviour
Graduate students
Applied behavior analysis
Checklists
Graphs
Conventions
Behavior
Training
Teaching
Criteria
College students
Check Lists
Skill Development
Sequential Approach
Verbal Stimuli
Psychological Patterns
Learning Modules
Acceso en línea:Citation/Abstract
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Resumen: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.
ISSN:1053-0819
1573-3513
DOI:10.1007/s10864-022-09505-1
Fuente:Psychology Collection