Comparing instructor-led, video-model, and no-instruction control tutorials for creating single-subject graphs in Microsoft Excel: A systematic replication and extension.

Visual inspection of single-subject data is the primary method for behavior analysts to interpret the effect of an independent variable on a dependent variable; however, there is no consensus on the most suitable method for teaching graph construction for single-subject designs. We systematically replicated and extended Tyner and Fienup (2015) using a repeated-measures between-subjects design to compare the effects of instructor-led, video-model, and no-instruction control tutorials on the graphing performance of 81 master's students with some reported Microsoft Excel experience. Our mixed-design analysis revealed a statistically significant main effect of pretest, tutorial, and posttest submissions for each tutorial group and a nonsignificant main effect of tutorial group. Tutorial group significantly interacted with submissions, suggesting that both instructor-led and video-model tutorials may be superior to providing graduate students with a written list of graphing conventions (i.e., control condition). Finally, training influenced performance on an untrained graph type (multielement) for all tutorial groups.

An evaluation of video-prompting procedures via telehealth to teach first aid skills to children with intellectual and developmental disabilities.

Unintentional injuries are one of the leading causes of morbidity and mortality among children with intellectual and developmental disabilities (IDD). First aid training involves teaching critical first aid skills, some of which are designed to treat unintentional injuries. To date, no study has (a) evaluated the effects of a video-prompting procedure to teach first aid skills to children with IDD or (b) attempted to teach these skills to children by using a telehealth delivery format. We used a concurrent multiple-baseline-across-skills design to evaluate the efficacy of a video-prompting procedure via telehealth to teach five children with IDD to perform first aid on themselves for insect stings, minor cuts, and minor burns under simulated conditions. For all participants, our procedure produced large improvements that maintained for a minimum of 4 weeks. Furthermore, the effects of the training generalized to novel confederates for all participants, and these effects maintained for a minimum of 4 weeks.

An Evaluation of Virtual Training for Teaching Dance Instructors to Implement a Behavioral Coaching Package.

Few dance instructors receive formal training on how to teach dance skills using behavioral coaching methods and may employ an authoritarian teaching style that utilizes coercive feedback, which can adversely affect dancers' experiences. A behavior analytic approach to dance education may provide dance instructors with strategies that increase the accuracy of dance movements and positively affect dancers' satisfaction with their dance classes. Using a concurrent multiple-baseline design across five dance instructors, we evaluated the outcomes of a virtual training informed by the behavioral skills training framework on dance instructors' implementation of an introductory behavior analytic coaching package consisting of four strategies: task analyzing, emphasizing correct performance with focus points, assessing performance through data collection, and using behavior-specific feedback. We selected these strategies to provide dance instructors with a solid foundation to behavioral coaching methods. It is promising that all dance instructors who participated in virtual training met mastery criteria and maintained their performance at a 1-month follow-up. Future research may consider exploring virtual adaptations that promote more efficient training methods for teaching dance instructors to implement behavioral coaching methods.

Comparison of two TAGteach error-correction procedures to teach beginner yoga poses to adults.

Teaching with acoustical guidance involves auditory feedback (e.g., a click sound when a desired behavior occurs) as part of a multicomponent intervention known as TAGteach. TAGteach has been found to improve performance in sport, dance, surgical technique, and walking. We compared the efficacy and efficiency of the standard TAGteach error-correction procedure and a modified TAGteach error-correction procedure to teach 4 novice adult yoga practitioners beginner yoga poses. Both error-correction procedures were effective for all participants; however, the relative efficiency of these error-correction procedures was unclear. Results are discussed in terms of limitations and considerations for future research.

A comparison of displacement and reinforcer potency for typically developing children.

Previous researchers found that individuals with intellectual and developmental disabilities tend to prefer edible over leisure stimuli, although leisure stimuli may still function as reinforcers. We replicated and extended previous research in a 2-part experiment with typically developing children. In Experiment 1, we evaluated 15 children's preference for leisure and edible stimuli. Five of 15 participants preferred edible over leisure stimuli, 3 of 15 participants preferred leisure over edible stimuli, and the remaining 7 of 15 participants did not show a preference for a stimulus class. In Experiment 2, we compared the reinforcer potency of the top-ranked stimulus from each class with 7 of the 8 participants who showed displacement of one stimulus class. Four of 7 participants allocated more responding to the task associated with the top-ranked stimulus and 3 of 7 participants showed no differences in responding to the task regardless of the stimulus rank.

Comparison of prompting procedures to teach internet skills to older adults.

The Internet and information and communications technologies (ICTs) have been found to produce meaningful social interactions and greater social support among older adults (White et al., ). Despite these benefits, the Internet and ICTs are not widely used among the older-adult population (Cresci, Yarandi, & Morrell, ). The purpose of the current study was to compare the effectiveness and efficiency of video prompting and text-based instructions on the acquisition of three tablet-based tasks: emailing, video calling (FaceTime® application), and searching for a YouTube™ video. Both video prompting and text-based instructions were effective for all three participants, with text-based instructions being slightly more efficient for one participant and video prompting being more efficient for two participants, suggesting that both prompting procedures can be used to teach older adults Internet and ICT skills.

Assessing factors that influence young children's food preferences and choices.

Researchers have identified an unbalanced diet as a key risk factor in the etiology of many chronic diseases (World Health Organization, ). Although researchers have found that numerous factors influence children's food choices, no assessment exists to identify these factors. In Experiment 1, we established preliminary empirical evidence of children's preferences for healthier and less-healthy foods, and found that 16 of 21 children preferred less-healthy foods to healthier foods. In Experiment 2, we established the utility of an analogue, competing parameters assessment designed to approximate children's food choices in the natural environment. We identified either quality or immediacy as the most influential parameters governing four of four childrens' food choices. We found that effort influenced the efficacy of these reinforcer parameters in a predictable manner for one of four children.

Functional analysis and treatment of problem behavior in early education classrooms.

We conducted functional analyses (FA) with 4 typically developing preschool children during ongoing classroom activities and evaluated treatments that were based on FA results. Results of each child's FA suggested social-positive reinforcement functions, and differential reinforcement of alternative behavior plus time-out was effective in decreasing problem behavior and increasing appropriate behavior. We discuss the utility of classroom-based FAs and potential compromises to experimental control.