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Date of Award


Document Type

Thesis - Pacific Access Restricted

Degree Name

Master of Arts (M.A.)



First Advisor

Kenneth Beauchamp

First Committee Member

Holly White

Second Committee Member

Carolynn Kohn


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.





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