Instruction that purposefully develops emergent learning is inherently efficient and is well-supported in behavior science research. This type of instruction is underpinned by two contemporary theories of human language and learning - Relational Frame Theory (RFT) and Stimulus Equivalence. Unfortunately, RFT is not widely taught in higher education in research and practice. Consequently, the adoption of these teaching methodologies at a meaningful scale is out of proportion with their potential benefits for learners across many populations (Dixon, et al., 2018). Most research that does make use of these theories in computer-based instruction involves proprietary or costly software and is therefore unlikely to be replicable. Few low-cost solutions have been proposed to date to address barriers to adoption and application, and the solutions that have been proposed are missing critical features (e.g., Blair & Shawler, 2020). This project 1) determined specific barriers to implementing computer-based derived stimulus relations research and practice, 2) attempted to fill this gap, by developing instruction and training for researchers and practitioners to code their own web-based RFT/equivalence-based instruction tasks, and 3) demonstrated the effectiveness of the above web-based solution via training on derived stimulus relations key concepts and terms. This project supports the methods of behavior science researchers to align with open science standards and provide a tool for researchers and instructors to efficaciously deliver instruction to meet the needs of their learners.
| Identifer | oai:union.ndltd.org:siu.edu/oai:opensiuc.lib.siu.edu:dissertations-3082 |
| Date | 01 December 2022 |
| Creators | Malkin, Albert |
| Publisher | OpenSIUC |
| Source Sets | Southern Illinois University Carbondale |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Dissertations |
Page generated in 0.0015 seconds