Effects of Behavioral Instruction and Feedback Checklists on Graphing Conventions

• Published in: Journal of behavioral education 2024-09, Vol.33 (3), p.689-720
• Main Authors: Guinness, Kendra E., Chase, Philip N., Turner, Kylan S., Axe, Judah B.
• Format: Article
• Language: English
• Subjects: Adherence; Applied behavior analysis; Behavioral Science and Psychology; Check Lists; Checklists; Child and School Psychology; Feedback; Graduate students; Graphs; Intervention; Learning and Instruction; Learning Modules; Original Paper; Psychological Patterns; Psychology; Sequential Approach; Skill Development; Verbal behaviour; Verbal Stimuli
• ISSN: 1053-0819; 1573-3513
• DOI: 10.1007/s10864-022-09505-1

Graphing is a complex and critical skill for behavior analysts. We evaluated the effects of conceptual training modules and feedback checklists on verbal behavior about graphing conventions and adherence to graphing conventions with graduate students in behavior analysis. In Experiment 1, conceptual training increased the accuracy of verbal behavior, though both participants achieved criterion in the absence of instruction for some verbal behavior. When graphing adherence did not meet criterion, feedback checklists were implemented that resulted in criterion performance. In Experiment 2, checklists were provided as the primary intervention. Two out of four participants reached criterion for graphing adherence and verbal behavior with this intervention alone, while the remaining two participants reached criterion after a combination of checklists and conceptual training. This evaluation highlights the utility of a sequential approach to training the component skills of a complex repertoire while assessing conceptual behavior and extension of skill acquisition of the individual learner.