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AbstractA graphic organizer (GO) is a note‐taking device with concepts and fill‐in spaces that may enhance equivalence yields under suboptimal training and testing parameters (e.g., linear training, simultaneous testing, five‐member all‐abstract classes). We used a nonconcurrent multiple‐probe design across eight adult participants to evaluate the effects of a treatment package consisting of abstract matching‐to‐sample baseline relations training (MTS‐BRT) and GO‐construction training. GOs were faded until participants drew or wrote the trained relations from a blank page, which was available in the pre‐ and posttests. There was a 75% yield (six of eight participants) on the first posttest and a 100% yield following remedial training with Set 1. With Set 2, MTS‐BRT alone resulted in voluntary GO construction and a 75% yield (three of four participants) on the first posttest and a 100% yield following remedial training. These results suggest that teaching participants to draw relations among stimuli may strengthen the effects of MTS‐BRT training on equivalence yields.

AbstractCorrect running form is important for injury prevention; as such, correct form promotes continued engagement in running as a long‐term form of exercise. Researchers have shown video feedback to be an effective strategy to improve athletic form for a variety of sports, but it has not been evaluated in any behavior analytic research as a method for improving running form. The purpose of this study is to evaluate the effectiveness of video feedback to improve running form for regular runners. During baseline, each participant was video recorded while running without any feedback (verbal or video). During intervention, the researcher recorded the participant, then showed them the video and provided feedback on correct or incorrect form, according to a 9‐step task analysis. Results show that all three participants achieved 100% correct steps on the task analysis when video feedback was used to maintain their form during follow‐up.

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AbstractThis study evaluated the efficacy of (a) remote video‐based behavioral skills training (BST) with added speech outlines on teaching public speaking behaviors and (b) remote video‐based awareness training (AT) on speech‐disfluency rates. A multiple‐baseline design across speech behaviors was used to evaluate the training. Remote video‐based BST and AT were effective at teaching public speaking behaviors and reducing speech disfluencies, respectively, for both participants. In addition, performance generalized to increased audience size. Although expert ratings of perceived public speaking effectiveness improved following BST, the ratings did not improve and some worsened following AT. Both participants reported satisfaction with video‐based BST and AT. One participant reported greater comfort, confidence, overall ability, and less anxiety as a public speaker following BST. Both participants reported greater improvements in those categories following AT. Our results suggest that public speaking behaviors can be taught using remote video‐based BST and speech disfluencies can be reduced using remote video‐based AT.

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AbstractVisual analysis is the primary method of analyzing single‐case research data, yet relatively little is known about the variables that influence raters' decisions and rater agreement. Previous research has suggested that trend, variability, and autocorrelation may negatively affect interrater agreement, but studies have been limited by small numbers of graphs and participants whose knowledge of single‐case research was not described. The purpose of this study was to examine the main and interaction effects of two values of each of six data characteristics (e.g., level, trend, and number of data points) on agreement among visual analysts. Using data from Lanovaz and Hranchuk (2021), we examined odds ratios to identify data characteristics that influence interrater agreement. Results suggest that trend and effect size, and to a lesser extent variability, have the largest effects on interrater agreement. We discuss the implications of our results for future research on improving interrater agreement among visual analysts.