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Dissertation/Thesis Abstract

Teaching Generalized Action Verb-Referent Relations: An Application of Instructional Design to Equivalence-Based Instruction
by Subramanyam, Anusha, Ph.D., The Chicago School of Professional Psychology, 2015, 390; 10036406
Abstract (Summary)

This experiment tested the effectiveness of an equivalence-based instructional procedure on verb acquisition among five typically developing, low-performing first grade students. Additionally, the researcher compared the possibly differential effects of picture and video formats to teach actions as concepts. The researcher custom-designed a computerized, multiple exemplar plus fluency-based match-to-sample training procedure to directly train 96 total relations across 24 potential generalized equivalence classes (i.e., 24 verbs). After training, students completed post-tests for 408 potential untaught relations per verb. The independent variables in this study were the instructional procedure implemented and the two instructional visual depiction formats—photo and video. A multiple treatments, multi-probe experimental design was conducted. The researcher measured (1) accuracy, (2) rate of response, (3) the number of criterion-level performances, (4) the number of derived and generalized relations, and (5) the number of stimulus classes formed across three dependent variables: emergent relations tests, generalized emergence tests, and retention tests. The results showed that (1) the procedure implemented was overall effective in facilitating verb acquisition across some but not all measures tested; (2) video format was as, if not more, effective compared to picture format; and (3) which format promotes relatively better acquisition depends on the unique learning history of the individual student. This was a preliminary investigation and, therefore, provides initial information on verb acquisition, adds to the literature in generalized equivalence class formation, and serves as a basis for many areas of additional research.

Indexing (document details)
Advisor: Eshleman, John
Commitee: Herbst, Scott, Stockwell, Fawna
School: The Chicago School of Professional Psychology
Department: Applied Behavioral Analysis
School Location: United States -- Illinois
Source: DAI-A 77/09(E), Dissertation Abstracts International
Subjects: Instructional Design, Educational psychology, Educational technology
Keywords: Equivalence-based instruction, Multiple exemplar instruction, Vocabulary instruction
Publication Number: 10036406
ISBN: 978-1-339-54580-6
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