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Zinn, Tracy E.; Newland, M. Christopher; Ritchie, Katie E. – Journal of Applied Behavior Analysis, 2015
Because it employs an emergent-learning framework, equivalence-based instruction (EBI) is said to be highly efficient, but its presumed benefits must be compared quantitatively with alternative techniques. In a randomized controlled trial, 61 college students attempted to learn 32 pairs of proprietary and generic drug names using computer-based…
Descriptors: Teaching Methods, Randomized Controlled Trials, College Students, Learning Processes
Perrin, Christopher J.; Miller, Neal; Haberlin, Alayna T.; Ivy, Jonathan W.; Meindl, James N.; Neef, Nancy A. – Journal of Applied Behavior Analysis, 2011
We examined college students' procrastination when studying for weekly in-class quizzes. Two schedules of online practice quiz delivery were compared using a multiple baseline design. When online study material was made available noncontingently, students usually procrastinated. When access to additional study material was contingent on completing…
Descriptors: College Students, Tests, Comparative Analysis, Study Habits
Clayton, Michael C.; Helms, Bridgett P. – Journal of Applied Behavior Analysis, 2009
Seat belt use is an important factor in the prevention of automobile accidents involving injuries and fatalities. The current study used a multielement design to compare the "Click It or Ticket" and "Please Buckle Up--I Care" procedures. Results indicate that the Click It or Ticket prompt resulted in a 20-percentage-point increase in seat belt…
Descriptors: Accidents, Traffic Safety, Restraints (Vehicle Safety), College Students
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Fienup, Daniel M.; Critchfield, Thomas S. – Journal of Applied Behavior Analysis, 2011
College students in a psychology research-methods course learned concepts related to inferential statistics and hypothesis decision making. One group received equivalence-based instruction on conditional discriminations that were expected to promote the emergence of many untaught, academically useful abilities (i.e., stimulus equivalence group). A…
Descriptors: Research Methodology, Computer Assisted Instruction, Statistics, Stimuli
Neef, Nancy A.; McCord, Brandon E.; Ferreri, Summer J. – Journal of Applied Behavior Analysis, 2006
We compared the effects of guided lecture notes versus completed lecture notes on pre- to postlecture improvements in quiz performance across two sections of a college course. The results of a counterbalanced multielement design did not reveal consistent differences between the two note formats on students' mean quiz scores. However, fewer errors…
Descriptors: Lecture Method, Notetaking, Comparative Analysis, College Students
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Smith, Shannon L.; Ward, Phillip – Journal of Applied Behavior Analysis, 2006
Using a multitreatment withdrawal design, this study evaluated the differential effects of publicly posted plus verbal feedback, goal setting plus verbal feedback, and publicly posted feedback, verbal feedback, and goal setting together on the performance of 3 collegiate football players in practice scrimmages. Also assessed was whether the…
Descriptors: Team Sports, Feedback, Behavior Modification, Intervention