Comparing two match-to-sample instructional formats: Tabletop vs. PowerPoint
Rishi Edward Chelminski, Northeastern University, United States
Northeastern University . Awarded
This study compared procedural integrity measures in two formats of match-to-sample (MTS) instruction using a multiple baseline design in which the training order was counterbalanced across 6 participants. In one format, instructional stimuli included picture cards presented on a board (Tabletop format). In the other format, a laptop computer was used and stimuli were presented using PowerPoint (PowerPoint format). Training sessions were conducted as role-plays supplemented by itemized feedback on skills from a procedural integrity (PI) checklist, and continued until 100% PI was demonstrated. Itemized feedback was followed by performance improvements in 69% of opportunities. The Tabletop procedure took fewer sessions to train (mean=5) than the PowerPoint procedure (mean=7), but skills learned from the PowerPoint procedure generalized more to the Tabletop procedure than in the other direction (2 of the 3 participants who first completed training in the PowerPoint procedure required no additional training to run the Tabletop procedure with 100% PI). During follow-up sessions, participants performed marginally better using the PowerPoint procedure (mean=90% PI) than the Tabletop procedure (mean=86% PI).
Chelminski, R.E. Comparing two match-to-sample instructional formats: Tabletop vs. PowerPoint. Master's thesis, Northeastern University. Retrieved February 23, 2019 from https://www.learntechlib.org/p/117042/.
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