Teaching statistical variability with equivalence‐based instruction

Abstract

In the present study, equivalence-based instruction was used to teach 2 4-member classes representing high and low statistical variability to 10 college students. Computerized equivalence-based instruction with multiple-exemplar training was used to teach the classes. A pretest-training-posttest design evaluated performances on both computer-based tests and written multiple-choice tests. Scores improved from pretest to posttest on both the computerized and the multiple-choice tests for all students following equivalence-based instruction. Class-consistent selections also generalized from training to novel stimuli and to a novel context (i.e., written test). Finally, class-consistent performances maintained 1 week after equivalence-based instruction was completed. The study demonstrated that equivalence-based instruction can be used to teach labeling of statistical variability and that a selection-based teaching protocol administered on a computer can promote the emergence of responses to a written selection-based testing protocol.

Using equivalence‐based instruction to teach the visual analysis of graphs

“…All participants who completed the study learned the directly trained baseline discriminations, derived relational responding immediately emerged for three out of four participants, and all participants passed the tests for the emergence of symmetrical relations (BA, CB), and transitivity and equivalence relations (AC, CA) by the end of training and testing. These results replicate and extend recent studies (Albright et al, ; Albright et al, ; Fienup & Critchfield, ; Walker & Rehfeldt, ) where the current study better controlled for testing effects when compared to previous studies, and with novel complex stimuli that are socially relevant to behavior analysts.…”

“…In addition, three out of four participants required less than 30 min of training to demonstrate this ability, which is considerably less time than is usually required to teach this skill using more traditional methods. The results of the satisfaction survey add to previously published literature that showed that participants are generally receptive to this type of instruction and prefer it to other types of instruction (Albright et al, ; Albright et al, ). The results of the satisfaction survey for this study confirmed that participants had very little confidence in their ability to visually analyze graphs prior to the training and felt fairly confident in their skills after training.…”

“…Two studies that used EBI to teach academic skills were recently published (Albright, Reeve, Reeve, & Kisamore, ; Albright, Schnell, Reeve, & Sidener, ). In both studies, the investigators used EBI to teach complex skills such as the concepts of statistical variability and the interpretation of the results of functional analysis graphs to college students.…”

Using equivalence‐based instruction to teach piano skills to college students

“…Thus far, EBI has been used to teach a wide variety of academic skills, including reading, spelling, activity schedules, geography, and money skills to both typically developing and children with developmental disabilities, including those with autism spectrum disorder (e.g., Groskreutz, Karsina, Miguel, & Groskewutz, ; LeBlanc, Miguel, Cummings, Goldsmith, & Carr, ; Miguel et al, ). More recently, EBI has been expanded to teach college students statistics, neuroanatomy, prescription drug names, and even single‐subject research design (e.g., Albright, Reeve, Reeve, & Kisamore, ; Fienup, Wright, & Fields, ; Walker & Rehfeldt, ; Zinn, Newland, & Ritchie, ). Nevertheless, a limited number of EBI studies have been conducted on leisure skills, including musical education (Arntzen, Halstadtro, Bjerke, & Halstadtro, 2010; Hayes, Thompson, & Hayes, ; Perez & de Rose, ).…”

Efeitos Do Número De Exemplares Sobre Aquisição E Generalidade De Desempenho Em Crianças Diagnosticadas Com Transtorno Do Espectro Do Autismo (Tea)

“…Há alguns estudos na literatura que obtiveram resultados positivos de generalização do desempenho utilizando múltiplos exemplares de estímulos durante o ensino (Albright, Reeve, Reeve, & Kisamore, 2015;Dixon, Peach, & Daar, 2017;Fiorile & Greer, 2007;Frampton, Wymer, & Hansen, 2016;MacDonald & Ahearn, 2015;Marzullo-Kerth, Reeve, Reeve, & Townsend, 2011;Reeve, Reeve, Townsend, & Poulson, 2007;Silber & Martens, 2010). Devido às suas características, o ensino com múltiplos exemplares já prevê tais resultados devido à programação para a generalização desde suas fases iniciais.…”