Teaching as an Intervention: Evaluating the AIAI-FTFD Teaching Model and 9 Skills of Communication in an Extension Learning Environment

Extension educators are continually seeking ways to make instruction more effective and engaging. This study evaluated the Attention, Interact, Apply, and Invite – Fact, Think, Feel, Do (AIAI-FTFD) Start-to-Finish Teaching Model for human service educators in an ongoing Extension educational program to determine the effectiveness of this model in implementing the concept of “teaching as an intervention” in Extension educational programming. Specifically, the study assessed the cognitive, emotional, and intent to change behavioral learning outcomes generated by using the AIAI-FTFD teaching model while completing the 9 Important Communication Skills for Every Relationship (9 Skills) program. A self-reported quantitative evaluation design was utilized to assess key objectives in the sample (n = 152). Noticeable and clearly-evident effect sizes were found in perceived knowledge gain and perceived confidence gain in the ability to implement the skills covered in the training. Subsequent discussion focuses on how the AIAI-FTFD Start-to-Finish Teaching Model can facilitate change and learning in educational settings

Mapping Pedagogy, Learning Outcomes, and Effect Size in Relationship Education

This study represents a Time 1 intervention and a three-month follow-up at Time 2 to assess the impact of a relationship education program adapted from Gottman’s nine skills of communication. The researchers mapped the cognitive, emotional, and behavioral learning outcomes generated by using the AIAI-FTFD start-to-finish teaching model while completing the 9 Important Communication Skills for Every Relationship (9 Skills) program. A self-reported retrospective pre-then-post survey instrument was utilized to assess these learning outcomes in the sample at Time 1 (N = 58) and again three months later at Time 2 (N = 55). The results were calculated using effect size to quantify standardized mean changes. Implications for how the AIAI-FTFD teaching model can facilitate change and learning in relationship educational settings are discussed

Before You Tie the Knot: Mapping Pedagogy, Learning Outcomes, and Effect Size in Premarital Education

Human services educators are continually seeking ways to make instruction more effective and engaging. This study evaluated the AIAI-FTFD (Attention, Interact, Apply, Invite – Fact, Think, Feel, Do) Start-to-Finish Teaching Model for educators in an ongoing premarital educational program to determine the model’s effectiveness in implementing the concept of “teaching as an intervention” in human services educational programming. The AIAI-FTFD Model is designed to first, assist instructors to engage the audience’s attention, then introduce the information being taught with the purpose to facilitate interaction between the instructor and participants, next elicit application of the material to personal contexts, and finally, offer an invitation to participants to commit to practice the skills learned. This implementation science study assessed the targeted cognitive, emotional, and behavioral learning outcomes generated by using the AIAI-FTFD Model while completing the Before You Tie the Knot (BYTK) premarital education program online. A self-reported quantitative evaluation design was utilized to assess key objectives in the sample (n = 97). Clearly evident effect sizes were found in perceived knowledge and confidence gain in the ability to implement the skills covered in the training. Implications for how the AIAI-FTFD Model can facilitate change and learning in educational settings are discussed

Life-Changing Decisions: Exploring Proximal and Distal Motivations Behind Why American Parents Adopt Domestically or Internationally

The purpose of this qualitative study was to explore American parents proximal and distal motivations for choosing domestic and international adoption from the distinctive viewpoint of adoptive parents own words and perspectives using the lenses of culture and social exchange theory The findings from this study revealed three primary factors that were found to influence adoptive parents motivations to choose domestic or international adoption 1 unique cultural influences on domestic and international adoptive parents adoption motivations 2 shared similarities and discrepant differences between adoptive parents motivations who adopted domestically or internationally and 3 perceived intrinsic and extrinsic costs and rewards that influenced parents adoption motivations A conceptual decision-making model is introduced to illustrate the complicated calculus behind American parents motivations to choose either domestic or international adoption Suggestions for adoption regulation adoption process and recruitment efforts for both domestic and international adoptions are discusse