Evaluation of pour training procedures for college students

ORCID

Carolynn S. Kohn: 0000-0002-2156-4898

Document Type

Article

Publication Title

Behavior Analysis: Research and Practice

Department

Psychology

ISSN

2372-9414

Volume

17

Issue

1

DOI

10.1037/bar0000038

First Page

18

Last Page

32

Publication Date

1-1-2017

Abstract

We assessed the effects of (a) stimulus fading, (b) verbal feedback, and (c) superimposition training on college students’ skill acquisition, maintenance, and generalization of accurate pours of a standard serving of beer (12 oz). Participants were 18 college students who failed to pour within 10% of a standard serving of beer (less than 10.75 oz or greater than 13.25 oz) during baseline assessment. Thirteen participants were assigned to 1 of 3 training methods (verbal feedback, stimulus fading, or superimposition) and were assessed immediately following training and at 1-week and 30-day follow-ups. Five participants were included in a control group. Compared with the control group, all 3 training methods were effective in improving the accuracy of college students’ pours of standard servings immediately following training; most participants showed skill maintenance and generalization at 1-week follow-up. About half of the participants, particularly those that received 2 types of training, showed skill maintenance and generalization at 30-day follow-ups. Results support the use of pour training in conjunction with 1 or more specific feedback training strategies as an important component of university alcohol education.

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