Visual inspection of single-subject data is the primary method for behavior analysts to interpret the effect of an independent variable on a dependent variable; however, there is no consensus on the most suitable method for teaching graph construction for single-subject designs. We systematically replicated and extended Tyner and Fienup (2015) using a repeated-measures between-subjects design to compare the effects of instructor-led, video-model, and no-instruction control tutorials on the graphing performance of 81 master's students with some reported Microsoft Excel experience. Our mixed-design analysis revealed a statistically significant main effect of pretest, tutorial, and posttest submissions for each tutorial group and a nonsignificant main effect of tutorial group. Tutorial group significantly interacted with submissions, suggesting that both instructor-led and video-model tutorials may be superior to providing graduate students with a written list of graphing conventions (i.e., control condition). Finally, training influenced performance on an untrained graph type (multielement) for all tutorial groups.

中文翻译：

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比较用于在 Microsoft Excel 中创建单主题图形的讲师引导、视频模型和无指令控制教程：系统复制和扩展

单受试者数据的目视检查是行为分析师解释自变量对因变量影响的主要方法；然而，对于单学科设计的图形构造教学最合适的方法尚未达成共识。我们系统地复制和扩展了 Tyner 和 Fienup (2015)，使用受试者间重复测量设计来比较讲师指导、视频模型和无指令控制教程对 81 名硕士生的图形表现的影响，并与一些报告的微软 Excel 经验。我们的混合设计分析显示，每个教程组的预测试、教程和后测试提交的主效应具有统计显着性，而教程组的主效应则不显着。教程小组与提交的内容进行了显着的互动，这表明讲师指导和视频模型教程可能优于为研究生提供图形约定（即控制条件）的书面列表。最后，训练会影响所有教程组在未经训练的图形类型（多元素）上的表现。