Effects of video-assisted training on employment-related social skills of adults with severe mental retardation.
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Two studies investigated effects of video-assisted training on employment-related social skills of adults with severe mental retardation. In video-assisted training, participants discriminated a model's behavior on videotape and received feedback from the trainer for responses to questions about video scenes. In the first study, 3 adults in an employment program participated in video-assisted training to request their supervisor's assistance when encountering work problems. Results indicated that participants discriminated the target behavior on video but effects did not generalize to the work setting for 2 participants until they rehearsed the behavior. In the second study, 2 participants were taught to fix and report four work problems using video-assisted procedures. Results indicated that after participants rehearsed how to fix and report one or two work problems, they began to fix and report the remaining problems with video-assisted training alone. (+info)
Effects of community-based, videotape, and flash card instruction of community-referenced sight words on students with mental retardation.
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Community-referenced sight words and phrases were taught to adolescents with mild and moderate mental retardation using three instructional methods in two locations. Words were presented on flash cards in a school setting, on videotape recordings in a school setting, and on naturally occurring signs in the community. During each session, participants were taught one third of the words in each of these conditions and were then tested at the community sites. A constant prompt delay procedure was used to promote stimulus control to the experimenter's cue initially and then to transfer control to the textual stimuli used for training. A multiple baseline across participants design was employed. Results showed rapid acquisition of the community-referenced sight words in all three training conditions and generalization from the flash card and videotape conditions to the community sites. (+info)
Growth charts only marginally improved maternal learning from nutrition education and growth monitoring in Lesotho.
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A study done in Lesotho in 1985-1986 assessed whether growth charts increased the impact of nutrition education and growth monitoring on maternal learning about weaning practices and diarrhea. Seven hundred and seventy six mothers were given three monthly sessions of group nutrition education along with growth monitoring of children and individual counseling. Growth charts, which were taught to one of two groups, fostered learning but only on issues related to diarrhea and only among new clinic attendants, mothers with less than secondary schooling and mothers of malnourished children. These benefits, however, were small (differences less than 10%) compared with the overall impact of the nutrition education and growth monitoring intervention (increases between baseline and post-intervention were greater than 50% for some questions). Our findings suggest that well-designed clinic-based nutrition education and growth monitoring can have a significant impact on maternal nutrition knowledge. Teaching growth charts to mothers may not be necessary for obtaining such results in programs conducted under ideal conditions. More research is needed to determine under what circumstances, for what purposes and for whom growth charts may be beneficial. (+info)
Visual aids and structured criteria for improving visual inspection and interpretation of single-case designs.
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Because behavior analysis is a data-driven process, a critical skill for behavior analysts is accurate visual inspection and interpretation of single-case data. Study 1 was a basic study in which we increased the accuracy of visual inspection methods for A-B designs through two refinements of the split-middle (SM) method called the dual-criteria (DC) and conservative dual-criteria (CDC) methods. The accuracy of these visual inspection methods was compared with one another and with two statistical methods (Allison & Gorman, 1993; Gottman, 1981) using a computer-simulated Monte Carlo study. Results indicated that the DC and CDC methods controlled Type I error rates much better than the SM method and had considerably higher power (to detect real treatment effects) than the two statistical methods. In Study 2, brief verbal and written instructions with modeling were used to train 5 staff members to use the DC method, and in Study 3, these training methods were incorporated into a slide presentation and were used to rapidly (i.e., 15 min) train a large group of individuals (N = 87). Interpretation accuracy increased from a baseline mean of 55% to a treatment mean of 94% in Study 2 and from a baseline mean of 71% to a treatment mean of 95% in Study 3. Thus, Study 1 answered basic questions about the accuracy of several methods of interpreting A-B designs; Study 2 showed how that information could be used to increase the accuracy of human visual inspectors; and Study 3 showed how the training procedures from Study 2 could be modified into a format that would facilitate rapid training of large groups of individuals to interpret single-case designs. (+info)
Investigations of protein structure and function using the scientific literature: an assignment for an undergraduate cell physiology course.
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Undergraduate biology curricula are being modified to model and teach the activities of scientists better. The assignment described here, one that investigates protein structure and function, was designed for use in a sophomore-level cell physiology course at Earlham College. Students work in small groups to read and present in poster format on the content of a single research article reporting on the structure and/or function of a protein. Goals of the assignment include highlighting the interdependence of protein structure and function; asking students to review, integrate, and apply previously acquired knowledge; and helping students see protein structure/function in a context larger than cell physiology. The assignment also is designed to build skills in reading scientific literature, oral and written communication, and collaboration among peers. Assessment of student perceptions of the assignment in two separate offerings indicates that the project successfully achieves these goals. Data specifically show that students relied heavily on their peers to understand their article. The assignment was also shown to require students to read articles more carefully than previously. In addition, the data suggest that the assignment could be modified and used successfully in other courses and at other institutions. (+info)
Evaluation of the ThinkFirst Canada, Smart Hockey, brain and spinal cord injury prevention video.
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OBJECTIVE: The ThinkFirst Canada Smart Hockey program is an educational injury prevention video that teaches the mechanisms, consequences, and prevention of brain and spinal cord injury in ice hockey. This study evaluates knowledge transfer and behavioural outcomes in 11-12 year old hockey players who viewed the video. DESIGN: Randomized controlled design. SETTING: Greater Toronto Minor Hockey League, Toronto Ontario. SUBJECTS: Minor, competitive 11-12 year old male ice hockey players and hockey team coaches. INTERVENTIONS: The Smart Hockey video was shown to experimental teams at mid-season. An interview was conducted with coaches to understand reasons to accept or refuse the injury prevention video. MAIN OUTCOME MEASURES: A test of concussion knowledge was administered before, immediately after, and three months after exposure to the video. The incidence of aggressive penalties was measured before and after viewing the video. RESULTS: The number of causes and mechanisms of concussion named by players increased from 1.13 to 2.47 and from 0.67 to 1.22 respectively. This effect was maintained at three months. There was no significant change in control teams. There was no significant change in total penalties after video exposure; however, specific body checking related penalties were significantly reduced in the experimental group. CONCLUSION: This study showed some improvements in knowledge and behaviours after a single viewing of a video; however, these findings require confirmation with a larger sample to understand the sociobehavioural aspects of sport that determine the effectiveness and acceptance of injury prevention interventions. (+info)
Creating a virtual community of learning predicated on medical student learning styles.
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To create a virtual community of learning within the Indiana University School of Medicine, learning tools were developed within ANGEL to meet the learning needs and habits of the medical students. METHODS: Determined by student feedback, the integration of digital audio recordings of class lectures into the course management content with several possible outputs was paramount. The other components included electronic enhancement of old exams and providing case-based tutorials within the ANGEL framework. RESULTS: Students are using the curriculum management system more. Faculty feel more secure about their intellectual property because of the authentication and security offered through the ANGEL system. The technology applications were comparatively easy to create and manage. The return on investment, particularly for the digital audio recording component, has been substantial. CONCLUSION: By considering student learning styles, extant curriculum management systems can be enhanced to facilitate student learning within an electronic environment. (+info)
Scoring posters at scientific meetings: first impressions count.
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Many specialist societies present "best poster" prizes, yet without generally agreed assessment methods. 31 posters at a neurology meeting were divided randomly into two sets; 14 neurologists, randomized into two groups, were each assigned one poster set. They "quick scored" the first half, viewing posters for 10-15 seconds, and "detailed scored" the others. 11 administrators and pharmaceutical representatives quick scored all posters. Neurologists' quick score ranking correlated highly (r=0.75) with other neurologists' detailed score ranking, and identified four of their six top-ranked posters. Correlations were strongest for presentation (r=0.65), message (r=0.65) and star-quality (r=0.64), but weak for facts (r=0.09), originality (r=0.15) or science (r=0.02). Non-neurologists could not identify the posters ranked highest by neurologists. We conclude that quick ranking by specialists can efficiently identify the best posters for more detailed assessment. On this basis we offer poster-scoring guidelines for use at scientific meetings. (+info)