Using equivalence-based instruction to teach piano skills to college students

Journal of Applied Behavior Analysis
Kristin R GriffithCaio F Miguel

Abstract

The purpose of the current study was to evaluate the effects of equivalence-based instruction (EBI) on the emergence of basic music reading and piano playing skills. Six female college students learned to identify three musical chord notations given their respective dictated names. Participants also learned to play chords on the piano following the dictated name of the chord, and to play the chords to a song on a keyboard. Results are consistent with past research, in that stimuli became substitutable for each other and acquired a common behavioral function. Data suggest that EBI was an effective and efficient procedure to teach adults to read musical notation, as well as play chords and a song on a piano keyboard.

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Citations

Mar 14, 2019·Journal of Applied Behavior Analysis·Kelli E HillCaio F Miguel
Feb 28, 2020·Journal of Applied Behavior Analysis·Emily K LangtonMegan R Heinicke
Jul 18, 2020·Journal of the Experimental Analysis of Behavior·Anna Ingeborg Petursdottir, Juliana S C D Oliveira
May 8, 2018·Perspectives on Behavior Science·Donald A Hantula
Aug 17, 2021·The Analysis of Verbal Behavior·Bryan J BlairDaniel M Ferman
Dec 30, 2021·Journal of Applied Behavior Analysis·Victoria R VerdunR Douglas Greer

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