The purpose of this study was to evaluate different methods of instruction and their effects on increasing the medication knowledge of adults with a psychiatric diagnosis. Thirty-one participants were randomly assigned to one of the three groups based on their target prescribed medication (i.e., Zyprexa, Risperdal, Haldol, & Seroquel). Direct instruction and precision teaching methods of instruction were evaluated along with a self-taught control condition using a three-group between subjects group design. The results indicated that both precision teaching and direct instruction facilitated an increase in the participants' knowledge about their prescribed medication; however, participants in the precision teaching condition demonstrated quicker acquisition of the target information and more durable recall at the follow-up session. The results suggest that precision teaching is a more effective means of instructing and facilitating an increase in medication knowledge with adults with a psychiatric diagnosis in comparison to direct instruction and self-teaching.
| Identifer | oai:union.ndltd.org:pacific.edu/oai:scholarlycommons.pacific.edu:uop_etds-3753 |
| Date | 01 January 2008 |
| Creators | Dodson, Brittney A. |
| Publisher | Scholarly Commons |
| Source Sets | University of the Pacific |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | University of the Pacific Theses and Dissertations |
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