Display options
Cite
Fienup DM, Critchfield TS. Transportability of equivalence-based programmed instruction: efficacy and efficiency in a college classroom. J Appl Behav Anal. 2011;44(3):435-50doi: 10.1901/jaba.2011.44-435.
Fienup, D. M., & Critchfield, T. S. (2011). Transportability of equivalence-based programmed instruction: efficacy and efficiency in a college classroom. Journal of applied behavior analysis, 44(3), 435-50. https://doi.org/10.1901/jaba.2011.44-435
Fienup, Daniel M, and Critchfield, Thomas S. "Transportability of equivalence-based programmed instruction: efficacy and efficiency in a college classroom." Journal of applied behavior analysis vol. 44,3 (2011): 435-50. doi: https://doi.org/10.1901/jaba.2011.44-435
Fienup DM, Critchfield TS. Transportability of equivalence-based programmed instruction: efficacy and efficiency in a college classroom. J Appl Behav Anal. 2011;44(3):435-50. doi: 10.1901/jaba.2011.44-435. PMID: 21941377; PMCID: PMC3177328.
Copy Download .nbib Format: NLM
Share it on

J Appl Behav Anal. 2011;44(3):435-50. doi: 10.1901/jaba.2011.44-435.

Transportability of equivalence-based programmed instruction: efficacy and efficiency in a college classroom.

Journal of applied behavior analysis

Daniel M Fienup, Thomas S Critchfield

Affiliations

  1. Illinois State University, USA. [email protected]

PMID: 21941377 PMCID: PMC3177328 DOI: 10.1901/jaba.2011.44-435

Abstract

College students in a psychology research-methods course learned concepts related to inferential statistics and hypothesis decision making. One group received equivalence-based instruction on conditional discriminations that were expected to promote the emergence of many untaught, academically useful abilities (i.e., stimulus equivalence group). A negative control group received no instruction, and a positive (complete instruction) control group received instruction on all possible relations (those taught to, and emerging untaught in, the stimulus equivalence group). On posttests, the stimulus equivalence group performed as well as the positive control group (and both outperformed the negative control group), but those in the equivalence-based instruction condition achieved this outcome with significantly less training, thereby demonstrating the efficiency of equivalence-based instruction. Social validity measures indicated that participants found the instruction to be beneficial and as enjoyable as traditional teaching methods.

Keywords: college students; effectiveness; efficiency; statistics; stimulus equivalence

References

  1. J Consult Clin Psychol. 1987 Feb;55(1):3-9 - PubMed
  2. J Appl Behav Anal. 2011 Spring;44(1):109-19 - PubMed
  3. J Clin Nurs. 2003 Jan;12(1):77-84 - PubMed
  4. Am J Ment Defic. 1973 Mar;77(5):515-23 - PubMed
  5. J Appl Behav Anal. 2009 Fall;42(3):575-93 - PubMed
  6. J Appl Behav Anal. 2009 Summer;42(2):191-208 - PubMed
  7. J Appl Behav Anal. 2010 Fall;43(3):437-62 - PubMed
  8. J Appl Behav Anal. 2006 Fall;39(3):299-321 - PubMed
  9. J Appl Behav Anal. 1978 Summer;11(2):203-14 - PubMed
  10. Psychiatr Serv. 2001 Sep;52(9):1190-7 - PubMed
  11. J Appl Behav Anal. 2010 Mar;43(1):19-33 - PubMed
  12. J Appl Behav Anal. 2005 Spring;38(1):1-22 - PubMed

MeSH terms

Publication Types