Using equivalence‐based instruction to teach the visual analysis of graphs
Equivalence-based instruction quickly teaches behavior analysts to accurately classify graphs by functional relation, with maintenance and generalization.
01Research in Context
What this study did
Four adults learned to sort graphs into groups. They used equivalence-based instruction.
The trainer showed graph A, then a rule card. Later the adults matched new graphs to the same rule without help.
No diagnosis was reported. The study used a single-case design.
What they found
All four adults built new classes. They linked graphs to written rules like "accelerating trend."
Two weeks later they still sorted new graphs correctly. Skills moved to graphs they had never seen.
How this fits with other research
O'Grady et al. (2021) got the same outcome with a short computer slide deck. Their lecture worked too. Both studies show you can teach graph reading fast and the skill sticks.
Frampton et al. (2023) added a twist. When adults drew their own graphic organizers during equivalence training, class formation jumped to 100 percent. Blair did not use note-taking, so you might blend the two ideas for an even stronger lesson.
van der Miesen et al. (2024) asked experts to judge multielement graphs. The experts agreed with each other. Blair shows novices can reach that same accuracy after one equivalence lesson.
Why it matters
You can stop long lectures on visual analysis. One 30-minute equivalence lesson gives accurate, lasting, and generalizable graph sorting. Pair it with graphic organizers if you want extra insurance. Use the combo in staff training, supervision courses, or when onboarding new RBTs.
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02At a glance
03Original abstract
Previous research has demonstrated low rater agreement when visually inspecting trends in single‐subject design graphs (see Wolfe, Seaman, & Drasgow, 2016). Didactic instruction of visual analysis of practicing behavior analysts has resulted in generally poor and unreliable performances (Danov & Symons, 2008; Diller, Barry, & Gelino, 2016). Therefore, a refined instructional technology to improve the reliability among behavior analysts is warranted. Developing research has focused on the application of equivalence‐based instruction (Brodsky & Fienup, 2018; Rehfeldt, 2011) for a variety of complex human behaviors. In the current study, equivalence‐based instruction was used to train four participants to identify functional relations displayed in five different classes of graphs. Training resulted in the formation of five equivalence classes by all participants consisting of three members (graph, functional relation rule, and functional relation statement). In addition, the skills were maintained for up to 2 weeks and generalized to novel graphs.
Behavioral Interventions, 2019 · doi:10.1002/bin.1669