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Date of Award


Document Type

Thesis - Pacific Access Restricted

Degree Name

Master of Arts (M.A.)



First Advisor

Carolynn Kohn

First Committee Member

Heather Dunn-Carlton


Self-report methods are often used as the main or only measure of college students' alcohol consumption (e.g., Alfonso, Hall, & Dunn, 2013; White et al., 2003). However, these data are limited because students are rarely able to accurately state or pour the standard serving size for various types of alcohol, rendering the validity of self-report questionable (Midanik, 1982; White et al., 2003). Moreover, students are often required to participate in university alcohol training programs; these programs are generally information-based and rarely contain a skills training component, in which students practice identifying and pouring standard servings of alcohol. Researchers have evaluated the effectiveness of nutrition and alcoholic beverage portion training procedures that make use of practice, measurement aids, and verbal feedback; however, to our knowledge, the effect of stimulus fading on a free pour procedure has not been assessed even though research suggests stimulus fading is an effective training procedure. In the current study we assessed the effects of individualized 1) verbal feedback, 2) superimposition training (i.e., measurement aids), and 3) stimulus fading training on college students' ability to accurately free pour a standard serving of beer into 18 oz training and generalization cups using an ABA and in some cases, an ABACA design. Results suggest that all three types of training are effective in teaching college students to free-pour the standard serving size of beer. Further research is required to evaluate effective individual and group trainings, use of different alcohol types and various sized containers, and maintenance and generalization of the skill over time and across settings.





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