AN EVALUATION OF THE STIMULUS EQUIVALENCE PARADIGM TO TEACH SINGLE-SUBJECT DESIGN TO DISTANCE EDUCATION STUDENTS VIA BLACKBOARD

• Published in: Journal of applied behavior analysis Vol. 45; no. 2; pp. 329 - 344
• Main Authors: Walker, Brooke D., Rehfeldt, Ruth Anne
• Format: Journal Article
• Language: English
• Published: Oxford, UK Blackwell Publishing Ltd 01.06.2012; Society for the Experimental Analysis of Behavior; The Society for the Experimental Analysis of Behavior
• Subjects: Automation; Behavior Patterns; Behavioral Science Research; Biological and medical sciences; Chalkboards; College Instruction; College students; college teaching; Colleges & universities; Computer-Assisted Instruction; derived stimulus relations; Design; Distance Education; Distance learning; Education, Distance; Educational Environment; Educational psychology; Educational Technology; Female; Fundamental and applied biological sciences. Psychology; Generalization (Psychology); Graphs; Higher Education; Humans; Illinois; Integrated Learning Systems; Laboratories; Learning management systems; Male; Observation; Online Courses; Online instruction; Pretests Posttests; Psychology. Psychoanalysis. Psychiatry; Psychology. Psychophysiology; Psychopedagogics. Didactics; Retention (Psychology) - physiology; Science education; Stimuli; Students - psychology; Studies; Taxonomy; Teaching; Teaching Methods; Topography; Universities; verbal behavior; Vignettes; Web Based Instruction; Illinois; Human; Evaluation; Language; distance education; Verbal behavior; Stimulus equivalence; college teaching; Student; derived stimulus relations; Remote teaching; Teaching; verbal behavior
• ISSN: 0021-8855; 1938-3703; 1938-3703
• DOI: 10.1901/jaba.2012.45-329

The purpose of the current study was to examine the degree to which instruction based on stimulus equivalence procedures could be used to teach single‐subject design methodology to graduate‐level professionals through a Web‐based course management system known as Blackboard (see http:www.blackboard.com). Specifically, we used the stimulus equivalence paradigm to teach relations among the names, definitions, graphical representations of the designs, and two practical scenarios of when it would be appropriate to implement each design. Most participants demonstrated the emergence of untaught relations, and some participants showed generalization to novel vignettes and graphs. Relations largely were not maintained at follow‐up but were retaught.