Advertisement

Journal of Behavioral Education

, Volume 25, Issue 3, pp 290–309 | Cite as

Using Stimulus Equivalence-Based Instruction to Teach Graduate Students in Applied Behavior Analysis to Interpret Operant Functions of Behavior

  • Leif Albright
  • Lauren Schnell
  • Kenneth F. ReeveEmail author
  • Tina M. Sidener
Original Paper

Abstract

Stimulus equivalence-based instruction (EBI) was used to teach four, 4-member classes representing functions of behavior to ten graduate students. The classes represented behavior maintained by attention (Class 1), escape (Class 2), access to tangibles (Class 3), and automatic reinforcement (Class 4). Stimuli within each class consisted of a single textual label, and multiple exemplars of textual descriptions, graphical representations, and clinical vignettes. EBI was conducted using custom computer software in a match-to-sample (MTS) format. A pretest-train-posttest design conducted during a single session evaluated performances on computer MTS, written multiple-choice, and oral tests. Scores improved from pretests to posttests on all three tests for all students following EBI. In addition, class-consistent performances maintained 2 weeks after posttests were conducted. These results demonstrated that EBI can be used to effectively teach the functions of behavior and that a MTS teaching protocol administered on a computer can promote the emergence of class-consistent responding to selection-based (i.e., multiple-choice) and topography-based (i.e., oral) tests.

Keywords

Stimulus equivalence instruction Functional analysis Multiple exemplar training Derived stimulus relations College instruction 

References

  1. Albright, L., Reeve, K. F., Reeve, S. A., & Kisamore, A. N. (2016). Teaching statistical variability with stimulus equivalence-based instruction. Journal of Applied Behavior Analysis, 49, 1–12. doi: 10.1002/jaba.249.CrossRefGoogle Scholar
  2. Beavers, G. A., Iwata, B. A., & Lerman, D. C. (2013). Thirty years of research on the functional analysis of problem behavior. Journal of Applied Behavior Analysis, 46, 1–21. doi: 10.1002/jaba.30.CrossRefPubMedGoogle Scholar
  3. Behavior Analyst Certification Board. (2012). Behavior Analyst Certification Board Fourth Edition Task List. Retrieved from http://www.bacb.com/Downloadfiles/TaskList/BACB_Fourth_Edition_Task_List.pdf.
  4. Chok, J. T., Shlesinger, A., Studer, L., & Bird, F. L. (2012). Description of a practitioner training program on functional analysis and treatment development. Behavior Analysis in Practice, 5, 25–36.PubMedPubMedCentralGoogle Scholar
  5. Durand, V. M., & Crimmins, D. B. (1988). Identifying the variables maintaining self-injurious behavior. Journal of Autism and Developmental Disorders, 18, 99–117. doi: 10.1007/BF02211821.CrossRefPubMedGoogle Scholar
  6. Fields, L., & Reeve, K. F. (2001). A methodological integration of generalized equivalence classes, natural categories, and cross modal perception. The Psychological Record, 51, 67–88.Google Scholar
  7. Fields, L., Travis, R., Roy, D., Yadlovker, E., De Aguiar, L., & Sturmey, P. (2009). Equivalence class formation: A method for teaching statistical interactions. Journal of Applied Behavior Analysis, 42, 575–593. doi: 10.1901/jaba.2009.42-575.CrossRefPubMedPubMedCentralGoogle Scholar
  8. Fields, L., & Verhave, T. (1987). The structure of equivalence classes. Journal of the Experimental Analysis of Behavior, 48, 317–332.CrossRefPubMedPubMedCentralGoogle Scholar
  9. Fienup, D. M., Covey, D. P., & Critchfield, T. S. (2010). Teaching brain-behavior relations economically with stimulus equivalence technology. Journal of Applied Behavior Analysis, 43, 19–33. doi: 10.1901/jaba.2010.43-19.CrossRefPubMedPubMedCentralGoogle Scholar
  10. Fienup, D. M., & Critchfield, T. S. (2010). Efficiently establishing concepts of inferential statistics and hypothesis decision making through contextually controlled equivalence classes. Journal of Applied Behavior Analysis, 43(437–462), 2010. doi: 10.1901/jaba.43-437.Google Scholar
  11. 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(435–450), 2011. doi: 10.1901/jaba.44-435.Google Scholar
  12. Hagopian, L. P., Fisher, W. W., Thompson, R. H., & Owen-DeSchryver, J. (1997). Toward the development of structured criteria for interpretation of functional analysis data. Journal of Applied Behavior Analysis, 30, 313–326. doi: 10.1901/jaba.1997.30-313.CrossRefPubMedPubMedCentralGoogle Scholar
  13. Iwata, B. A., DeLeon, I. G., & Roscoe, E. M. (2013). Reliability and validity of the Functional Analysis Screening Tool. Journal of Applied Behavior Analysis, 46, 271–284. doi: 10.1002/jaba.31.CrossRefPubMedGoogle Scholar
  14. Lambert, J. M., Bloom, S. E., Kunnavatana, S. S., Collins, S. D., & Clay, C. J. (2013). Training residential staff to conduct trial-based functional analyses. Journal of Applied Behavior Analysis, 46, 296–300. doi: 10.1002/jaba.17.CrossRefPubMedGoogle Scholar
  15. Lovett, S., Rehfeldt, R. A., Garcia, Y., & Dunning, J. (2011). Comparison of a stimulus equivalence protocol and traditional lecture for teaching single-subject designs. Journal of Applied Behaviour Analysis, 44, 819–833. doi: 10.1901/jaba.2011.44-819.CrossRefGoogle Scholar
  16. Moore, J. W., Edwards, R. P., Sterling-Turner, H. E., Riley, J., DuBard, M., & McGeorge, A. (2002). Teacher acquisition of functional analysis methodology. Journal of Applied Behavior Analysis, 35, 73–77. doi: 10.1901/jaba.2002.35-73.CrossRefPubMedPubMedCentralGoogle Scholar
  17. Moore, J. W., & Fisher, W. (2007). The effects of videotape modeling on staff acquisition of functional analysis methodology. Journal of Applied Behavior Analysis, 40, 197–202. doi: 10.1901/jaba.2007.24-06.CrossRefPubMedPubMedCentralGoogle Scholar
  18. Ninness, C., Dixon, M., Barnes-Holmes, D., Rehfeldt, R. A., Rumph, R., McCuller, G., et al. (2009). Constructing and deriving reciprocal trigonometric relations: A functional analytic approach. Journal of Applied Behavior Analysis, 42(191–208), 2009. doi: 10.1901/jaba.42-191.Google Scholar
  19. Ninness, C., Rumph, R., McCuller, G., Harrison, C., Ford, A. M., & Ninness, S. K. (2005). A functional analytic approach to computer-interactive mathematics. Journal of Applied Behavior Analysis, 38(1–22), 2005. doi: 10.1901/jaba.2-04.Google Scholar
  20. Sidman, M., & Tailby, W. (1982). Conditional discrimination vs. MTS: An expansion of the testing paradigm. Journal of the Experimental Analysis of Behavior, 37, 5–22.CrossRefPubMedPubMedCentralGoogle Scholar
  21. Walker, B. D., & Rehfeldt, R. A. (2012). An evaluation of the stimulus equivalence paradigm to teach single-subject design to distance education students via blackboard. Journal of Applied Behavior Analysis, 45(329–344), 2012. doi: 10.1901/jaba.45-329.Google Scholar
  22. Walker, B. D., Rehfeldt, R. A., & Ninness, C. (2010). Using the stimulus equivalence paradigm to teach course material in an undergraduate rehabilitation course. Journal of Applied Behavior Analysis, 43(615–633), 2010. doi: 10.1901/jaba.43-615.Google Scholar
  23. Wallace, M. D., Doney, J. K., Mintz-Resudek, C. M., & Tarbox, R. F. (2004). Training educators to implement functional analyses. Journal of Applied Behavior Analysis, 37, 89–92. doi: 10.1901/jaba.2004.37-89.CrossRefPubMedPubMedCentralGoogle Scholar
  24. Ward-Horner, J., & Sturmey, P. (2012). Component analysis of behavior skills training in a functional analysis. Behavioral Interventions, 27, 75–92. doi: 10.1002/bin.1339.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media New York 2016

Authors and Affiliations

  • Leif Albright
    • 1
  • Lauren Schnell
    • 1
  • Kenneth F. Reeve
    • 1
    Email author
  • Tina M. Sidener
    • 1
  1. 1.Department of Applied Behavior AnalysisCaldwell UniversityCaldwellUSA

Personalised recommendations