Date of Award

7-2022

Document Type

Thesis

Degree Name

Master of Science (MS)

Department

Behavioral Analysis

First Advisor

Rachael E. Ferguson

Second Advisor

Radhika Krishnamurthy

Third Advisor

Kaitlynn Gokey

Fourth Advisor

Robert A. Taylor

Abstract

Promoting diversity and inclusion can impact a variety of different groups. Many organizations rely on various training methods to help ensure diversity in the workplace. However, little research has compared the effects of different training approaches on increasing recall of specific cultural terms. Thus, the present study employed an adapted alternating treatment design to explore the effectiveness of two different training approaches. A SAFMEDS training model was compared to a traditionally-applied Computer-Based Instruction, to determine which is more efficient at promoting cultural fluency. The number of correct definitions for diversity terms across various demographic categories, served as the dependent variable. Participants mastered a higher number of diversity terms when trained with SAFMEDS, compared to the computer-based instruction procedures. During maintenance sessions, participants exhibited sustained performance. SAFMEDS may be ideal for improving precision when training terms to be used in conversations about diversity, and culturally-related topics. These skills will aid in building more culturally-relevant social skills that include more complex response requirements.

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