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.
Recommended Citation
Fay, Candace Renae, "Diversity Term Accuracy: A Comparison of SAFMEDS and Computer-Based Instruction Training Models" (2022). Theses and Dissertations. 181.
https://repository.fit.edu/etd/181
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