ReviewBehavior analysis in practice2021
Features of Direct Instruction: Content Analysis.
Review in Behavior analysis in practice, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
6 citing papers in PubMed.
- DESIGNING STRATEGIC AND INTERACTIVE SIGNING INSTRUCTION TO SUPPORT SIGNED LITERACY FOR DEAF LEARNERS.International journal of designs for learning · 2025Article
- Advancing and Integrating the Cusp Concept to Understand Behavioral Repertoire Dynamics.Perspectives on behavior science · 2024Article
- You Have the Big Idea, Concept, and Some Examples ... Now What?Behavior analysis in practice · 2021Review
- Teaching Future School Personnel to Train Parents to Implement Explicit Instruction Interventions.Behavior analysis in practice · 2021Article
- Faultless Communication: The Heart and Soul of DI.Perspectives on behavior science · 2021Article
- Just How Effective is Direct Instruction?Perspectives on behavior science · 2021Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The goal of Direct Instruction (DI) is to teach content as effectively and efficiently as possible. To do this, instructional designers must identify generative relations or strategies that allow the learner to respond correctly to untaught situations. The purpose of content analysis is to identify generative relations in the domain to be taught and arrange the content in such a way that it supports maximally generative instruction. This article explains the role of content analysis in developing DI programs and provides examples and nonexamples of content analysis in five content domains: spelling, basic arithmetic facts, earth science, basic language, and narrative language. It includes a brief sketch of a general methods of conducting a content analysis. It concludes that content analysis is the foundation upon which generative instruction is built and that instructional designers could produce more effective, efficient, and powerful programs by attending explicitly and carefully to content analysis.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.