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|Thesis Advisor||Williams, Larry|
|Date of Issue||2018|
|Description||Various studies have examined how mastery criteria impacts maintenance of skills regarding academic tasks. Results of these studies have been variable, with some studies indicating high mastery criteria are needed for skills to maintain, while other studies show that low criteria are just as efficacious. The current study examined the effects of a specified mastery criteria on course content and its subsequent retention for participants completing a Registered Behavior Technician® training course. The online training course was developed using a variety of proven teaching methods including Personalized System of Instruction and video examples. Subject areas being taught to participants followed the Behavior Analysis Certification Board’s Registered Behavior Technician Task List®. All participants showed a statistically significant improvement from their pre to post-test scores; however, no significant difference was found between these groups when analyzing the overall post-test scores. When specifically looking at how participants scored on free-response applied situation questions, a significant difference was found between Group 1 and Groups 2 and 3, while no significant difference was found between Group 2 and Group 3.|
|Title||Making Use of Mastery Criteria: An Evaluation of an RBT Training Method|
|Committee Member||Houmanfar, Ramona|
|Committee Member||Rock, Stephen|
|Degree Level||Master's Degree|