Class
Article
College
Emma Eccles Jones College of Education and Human Services
Department
Special Education and Rehabilitation Department
Presentation Type
Oral Presentation
Abstract
Graphing data is an essential skill for those who are implementing behavior analytic interventions. The current investigation evaluated the effects of an interactive computer training on graphing skills using a multiple-baseline design across four participants. The computer training included 4 modules, based on a modified version of the embedding phase change task analysis from Deochand, Costello, & Fuqua, (2015). Each module included instructions, video demonstrations, opportunities to practice, and prompts to self-monitor performance. Participants completed modules independently. During baseline sessions, participants were given a data set, case scenario, and model graph. Participants had up to 20 minutes to create a graph that included components in the model. Post-training sessions were identical to baseline except that participants were able to use self-monitoring checklists task analyses during sessions. Results indicated that all participants were able to create graphs to mastery criteria. During a two-week maintenance check, participants were able to create a graph to mastery only during the session where notes were available. Participants completed the training in an average of 1 hour, 43 minutes. Future directions, and recommendations for using computerized instruction to teach graphing skills will be discussed.
Location
Room 154
Start Date
4-11-2019 1:30 PM
End Date
4-11-2019 2:45 PM
Included in
Interactive Computer Training for Graphing Embedded Phase Change Lines in Microsoft Excel
Room 154
Graphing data is an essential skill for those who are implementing behavior analytic interventions. The current investigation evaluated the effects of an interactive computer training on graphing skills using a multiple-baseline design across four participants. The computer training included 4 modules, based on a modified version of the embedding phase change task analysis from Deochand, Costello, & Fuqua, (2015). Each module included instructions, video demonstrations, opportunities to practice, and prompts to self-monitor performance. Participants completed modules independently. During baseline sessions, participants were given a data set, case scenario, and model graph. Participants had up to 20 minutes to create a graph that included components in the model. Post-training sessions were identical to baseline except that participants were able to use self-monitoring checklists task analyses during sessions. Results indicated that all participants were able to create graphs to mastery criteria. During a two-week maintenance check, participants were able to create a graph to mastery only during the session where notes were available. Participants completed the training in an average of 1 hour, 43 minutes. Future directions, and recommendations for using computerized instruction to teach graphing skills will be discussed.