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- Title
Using equivalence‐based instruction to teach the visual analysis of graphs.
- Authors
Blair, Bryan J.; Tarbox, Jonathan; Albright, Leif; MacDonald, Jacquelyn M.; Shawler, Lesley A.; Russo, Samantha R.; Dorsey, Michael F.
- Abstract
Previous research has demonstrated low rater agreement when visually inspecting trends in single‐subject design graphs (see Wolfe, Seaman, & Drasgow, 2016). Didactic instruction of visual analysis of practicing behavior analysts has resulted in generally poor and unreliable performances (Danov & Symons, 2008; Diller, Barry, & Gelino, 2016). Therefore, a refined instructional technology to improve the reliability among behavior analysts is warranted. Developing research has focused on the application of equivalence‐based instruction (Brodsky & Fienup, 2018; Rehfeldt, 2011) for a variety of complex human behaviors. In the current study, equivalence‐based instruction was used to train four participants to identify functional relations displayed in five different classes of graphs. Training resulted in the formation of five equivalence classes by all participants consisting of three members (graph, functional relation rule, and functional relation statement). In addition, the skills were maintained for up to 2 weeks and generalized to novel graphs.
- Subjects
ABILITY; PHILOSOPHY of education; EDUCATIONAL technology; GRAPHIC arts; MEMORY; RESEARCH evaluation; DATA analysis; FUNCTIONAL assessment; SOFTWARE analytics
- Publication
Behavioral Interventions, 2019, Vol 34, Issue 3, p405
- ISSN
1072-0847
- Publication type
Article
- DOI
10.1002/bin.1669