Email etiquette is an important skill, especially in professional settings. Research demonstrates that undergraduate students follow email rules when given written instructions plus an example. The purpose of the pres...
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Email etiquette is an important skill, especially in professional settings. Research demonstrates that undergraduate students follow email rules when given written instructions plus an example. The purpose of the present study was to evaluate the effects of computer-based email instruction on undergraduate students' email etiquette and to assess the social validity of that instruction. The email instruction package was delivered through an online learning management system and consisted of written instructions plus a model, a quiz, and quiz feedback. We measured email etiquette by scoring emails from course assignments using a checklist. The instruction package produced a replicated increase in mean email checklist scores across two sections of introductory psychology, and checklist scores were elevated when participants sent emails in a novel context. The results of the social-validity assessments suggest that the goals were important, the procedures were acceptable, and there were meaningful improvements in email etiquette for some participants.
Behavioral skills training (BST) is considered one of the most effective staff training techniques to implement a wide variety of behavioral technologies;however, research has found a lack of implementation of BST acr...
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Behavioral skills training (BST) is considered one of the most effective staff training techniques to implement a wide variety of behavioral technologies;however, research has found a lack of implementation of BST across human service settings due to a shortage of organizational time and resources. The purpose of the present study was first to demonstrate the effectiveness of computer-based instruction (CBI) in teaching BST, and then to demonstrate that the CBI module was effective in training trainers to implement BST with trainees. Results of the present experiment not only demonstrate the effectiveness of CBI in teaching BST, but also demonstrate the generality of the BST to teach behavior therapists.
Research is needed to identify staff training techniques that optimize training time and do not require the presence of a staff trainer. Asynchronous training procedures, such as video modeling and computer-based inst...
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Research is needed to identify staff training techniques that optimize training time and do not require the presence of a staff trainer. Asynchronous training procedures, such as video modeling and computer-based instruction, do not require the simultaneous presence of a trainer and trainee, but include different training characteristics that must be evaluated (i.e., active responding during computer-based instruction and non-active responding during video modeling). The purpose of the present study was to compare video modeling and computer-based instruction on trainee implementation of a paired-stimulus preference assessment. Results demonstrated that both training techniques were effective for training staff to implement stimulus preference assessments. Results are discussed and suggestions for future research are provided.
Children who engage in problem behavior are often educated in the public schools. A trial-based functional analysis (TBFA) is an experimental functional analysis whereby conditions are embedded into scheduled activiti...
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Children who engage in problem behavior are often educated in the public schools. A trial-based functional analysis (TBFA) is an experimental functional analysis whereby conditions are embedded into scheduled activities of the school day to identify environmental variables responsible for problem behavior. To be included in this process, it is important that staff are trained effectively and efficiently. computer-based instruction (CBI) offers several advantages as a staff training tool including less training time, less required supervision, and permits self-paced and individualized training. The efficacy of CBI on procedures of TBFA to practitioners remains unknown. We evaluated the efficacy of CBI teaching procedures of TBFA with 20 practitioners. Results indicate that CBI is an effective and efficient staff training procedure as post-test scores increased following the CBI training across participants with a mean training duration of less than an hour. Three practitioners successfully implemented four conditions of a TBFA with a confederate following CBI training. Following completion of the study, respondents ranked procedures of the CBI as socially valid.
Feedback is a common intervention used to address performance issues in clinical and organizational settings. Most research on feedback focuses on manipulating either the parameters of feedback delivery or the behavio...
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Feedback is a common intervention used to address performance issues in clinical and organizational settings. Most research on feedback focuses on manipulating either the parameters of feedback delivery or the behavior of the feedback provider. Because feedback requires a provider and a recipient, it is likely that the behavior of the feedback recipient also influences the impact of performance feedback. The current study investigated the efficacy of training individuals to receive feedback in an appropriate manner using computer-based instruction (CBI). All three participants demonstrated increases in accuracy of appropriate feedback behaviors following CBI. Two participants also demonstrated slight increases in performance on tasks related to workplace performance. This study extends the application of CBI to a new and complex skill repertoire and examines its possible impact on work performance. We discuss how CBI may increase training efficiency in settings with large numbers of staff who need to be trained in certain skills as compared to traditional in-person training formats.
Evidence-based procedures, such as computer-based instruction, have been used to train staff to implement behavioral technologies with high treatment integrity. The purpose of the present study was to address the gaps...
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Evidence-based procedures, such as computer-based instruction, have been used to train staff to implement behavioral technologies with high treatment integrity. The purpose of the present study was to address the gaps in Romer et al. (2021) by assessing the same computer-based instruction module to train relevant staff to implement discrete trial instruction. Results suggest computer-based instruction is effective, efficient, and a socially valid procedure to use to teach relevant staff to implement discrete trial instruction.
computer-based video instruction (CBVI) has been effective in teaching students with disabilities various health, community, and safety skills. Research suggests that CBVI is often used in conjunction with community-b...
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computer-based video instruction (CBVI) has been effective in teaching students with disabilities various health, community, and safety skills. Research suggests that CBVI is often used in conjunction with community-basedinstruction (CBI). Frequently, students with severe disabilities or students who are of high school age participate in CBI and/or CBVI and its accompanying research. This study investigated the effectiveness of CBVI to teach students with a mild ID, ages 11-13, appropriate responses to lures from strangers. A single-case, multiple probe across participants design was used to examine the impact of CBVI on one dependent variable, a correct two-step response (verbal and motor) to a lure from a stranger. The two-step response was adapted from the Akmanoglu & Tekin-Iftar (2011) study investigating responses to strangers. Data indicated that CBVI had a positive impact on all four participants. Participants also maintained the skill (up to 5 weeks) and generalized to a novel setting. Parents and teachers involved in the study also reported positive opinions regarding the aim and outcomes of the study. Implications for practice and for future research are provided.
Technology is the candle which brightens the way of learning. Teaching by using computers is not a new practice and is in vogue for over 80 years. computers have become powerful technological tools for educational pur...
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Technology is the candle which brightens the way of learning. Teaching by using computers is not a new practice and is in vogue for over 80 years. computers have become powerful technological tools for educational purposes. Students who can develop good mathematical skills will also be able to learn other skills more easily, become more successful than others and further their learning process. The effectiveness of computer-based instruction for teaching mathematics to children with specific learning difficulties has not been tested yet. Therefore, this study aims to examine the effects of computer-based instruction on children with mathematical learning difficulties by evaluating the results of studies conducted in different countries with the help of the meta-analysis method, which is defined as a subset of systematic reviews of experimental researches. Inclusion criteria have been used to determine which one of the examined studies would be included in the meta-analysis. The sample size of the study is 1364 for the experimental group and 926 for the control group. Consequently, it has been observed that computer-based instruction had positive effects on children with mathematical learning difficulties.
An impaired development in social interaction is a defining characteristic of high-functioning autism (HFA). Video modeling (VM), role play, and computer-based instruction (CBI) have received empirical evaluation in t...
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An impaired development in social interaction is a defining characteristic of high-functioning autism (HFA). Video modeling (VM), role play, and computer-based instruction (CBI) have received empirical evaluation in the literature and are increasingly used in clinical practice as treatment approaches for increasing social skills in this population. Systematic reviews of the efficacy and evidence base of these interventions for children and adolescents with HFA are limited to date and are primarily narrative in methodology. It is true that much of what we know about VM, role play, and CBI is derived from reviews of the broader Autism Spectrum Disorder (ASD) population, which highlights the need to evaluate the effects of these interventions on heterogeneous groups of ASD (i.e., HFA). The current study provides a focused review of the efficacy and evidence base of VM, role play, and CBI for teaching social skills to children and adolescents with HFA. In addition, a set of stringent criteria were used to evaluate the status of these interventions as evidence-based practice (EBP;Reichow 2011). According to Reichow's (2011) criteria, only one of the three interventions evaluated (i.e., CBI) had the accumulated evidence necessary to be classified as an established EBP, while both VM and role play did not. Areas for future research and recommendations for practice are discussed.
The current study investigated the application and effectiveness of computer assisted language learning (CALL) in teaching academic writing to Iranian EFL (English as a Foreign Language) learners by means of Microsoft...
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The current study investigated the application and effectiveness of computer assisted language learning (CALL) in teaching academic writing to Iranian EFL (English as a Foreign Language) learners by means of Microsoft Word Office. To this end, 44 sophomore intermediate university students majoring in English Language and Literature at an Iranian university who had enrolled in a course called Advanced Writing were randomly divided into two groups. As a pre-test, a pen-and-paper writing task was given to both groups at the beginning of the semester. The control group including 24 male and female students was taught based on traditional approach while the experimental group including 20 male and female students was taught based on CALL. At the end of one semester, a pen-and-paper writing task was given to both groups. The results of the post-test revealed that the students who were exposed to computer-based instruction outperformed their counterparts in terms of using appropriate articles, tense, plural forms and spelling. Moreover, the students in the experimental group produced paragraphs of higher quality. The findings of this study confirmed the efficacy of computer-based instruction in the development of EFL learners' writing skills.
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