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Date of Award
2008
Document Type
Thesis - Pacific Access Restricted
Degree Name
Master of Arts (M.A.)
Department
Psychology
First Advisor
Kenneth Beauchamp
First Committee Member
Holly White
Second Committee Member
Carolynn Kohn
Abstract
The purpose of this study was to evaluate different methods of instruction and their effects on increasing the medication knowledge of adults with a psychiatric diagnosis. Thirty-one participants were randomly assigned to one of the three groups based on their target prescribed medication (i.e., Zyprexa, Risperdal, Haldol, & Seroquel). Direct instruction and precision teaching methods of instruction were evaluated along with a self-taught control condition using a three-group between subjects group design. The results indicated that both precision teaching and direct instruction facilitated an increase in the participants' knowledge about their prescribed medication; however, participants in the precision teaching condition demonstrated quicker acquisition of the target information and more durable recall at the follow-up session. The results suggest that precision teaching is a more effective means of instructing and facilitating an increase in medication knowledge with adults with a psychiatric diagnosis in comparison to direct instruction and self-teaching.
Pages
69
ISBN
9780549517368
Recommended Citation
Dodson, Brittney A.. (2008). An evaluation of instructional methods in increasing medication knowledge with adults with a psychiatric diagnosis. University of the Pacific, Thesis - Pacific Access Restricted. https://scholarlycommons.pacific.edu/uop_etds/2754
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