ReviewBehavior analysis in practice2021
You Have the Big Idea, Concept, and Some Examples ... Now What?
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 4 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.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
4 citing papers in PubMed.
- Using must-have and can-have features to improve conceptual learning.Journal of the experimental analysis of behavior · 2025Article
- Features of Direct Instruction: Content Analysis.Behavior analysis in practice · 2021Review
- Faultless Communication: The Heart and Soul of DI.Perspectives on behavior science · 2021Article
- The Evidence is in the Design.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
Conducting a concept or content analysis is essential in planning efficient effective instruction. Sequencing instruction when teaching a concept is equally essential. Through instructional sequencing, the upfront analysis of identifying critical and variable attributes comes to life and makes for a successful teaching arrangement. Learning concepts can be made easier or more difficult based on the order in which instructional stimuli are introduced and described. In this article we will describe Direct Instruction's emphasis on clear instruction (faultless communication) and its method for sequencing and arranging positive and negative examples (juxtaposition). We will demonstrate how Direct Instruction's five principles of juxtaposition inform examples should be presented to maximize student learning.
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What OpenQuestion holds
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.