Comparing Computer‐Based Training and Lecture Formats to Teach Visual Analysis of Baseline‐Treatment Graphs | Journal Club Series

Dr. Nicole Bank, BCBA, LBA-TX


Available for 3 Learning BACB CEUs

This installment in our Journal Club Series will cover the article, “Comparing computer‐based training and lecture formats to teach visual analysis of baseline‐treatment graphs” authored by O’Grady, Reeve, Reeve, Vladescu and Deshais and published in Behavioral Interventions. CEUs are provided for reading the article, participating in an online discussion, and completing an article content quiz.

This is an investigation of various methods to teach individuals to conduct visual analysis of graphs. Four different training procedures are compared including a no-training group. The effects of training on maintenance and generalization are also included.

This is an interactive live online journal club. Participants will receive 3 Learning BACB® CEUs for completing all journal club activities. Participants are required to have read the entire article before attending the scheduled one-hour live online journal club discussion. Journal club discussions will include article details, article results, and implications for practice. Active participation is required. CEUs will be provided after completing an article content quiz on the BDS learning platform. Only those who read the article and actively participate in the live online discussion will be invited to take the content quiz. BDS is interested in increasing scholarly activities and discussion among BCBAs and BCaBAs. Stay tuned for future CE events in the BDS Journal Club Series!

Here’s how it works:

  1. Purchase the journal club meeting you would like to attend.
  2. Follow instructions for downloading a copy of the article.
  3. Add the following emails to your contacts in order to avoid important emails going to spam: AND

  1. Receive an email for instructions on scheduling your online discussion. Once the online discussion is scheduled, you will receive a link for the online discussion.
  2. Read the article in its entirety.
  3. Join the journal club meeting at the scheduled time. Please mute your microphone upon entry.
  4. Stay online and involved for the 1-hour journal club meeting.
  5. Receive a link to the content quiz.
  6. Complete the content quiz to 80% accuracy.
  7. Receive 3 CEUs.


  1. Describe why teaching the visual analysis of graphed data is important
  2. Describe three different approaches to teaching visual analysis
  3. Describe the methods in this study
  4. Describe the results of this study
  5. Describe the implications of this study for teaching visual analysis of graphic data.