Enhancing Instruction via Instructive Feedback for a Child With Autism Using a Speech-Generating Device

Abstract

Instructive feedback (IF) is a procedure in which secondary targets are presented to a learner during instruction for primary skills. Previous research has demonstrated that students with autism spectrum disorder (ASD) may acquire at least a portion of skills presented via IF. Although it is a promising instructional methodology for learners with ASD, few studies focus on learners who use an augmentative device for communication purposes. The purpose of the current investigation was to extend the IF literature related to students with ASD who use communication devices. Across all target skills, IF resulted in the acquisition of at least a portion of secondary targets without explicit teaching. Keywords autism spectrum disorder. instructive feedback. speech-generating device Delays in language development are commonly associated with autism spectrum disorder (ASD; American Psychiatric Association, 2013). Recent studies estimate that approximately 26%-29% of people with ASD fail to acquire functional vocal speech (Rose, Trembath, Keen, & Paynter, 2016). An initial lack of vocal speech may result in many people with ASD being candidates for an augmentative or alternative communication (AAC) device (Ganz, 2014). AAC refers to a variety of supports that

Matrix training to teach tacts using speech generating devices: Replication and extension

“…The current study joins a line of research demonstrating that translation of verbal behavior interventions with vocal response forms to SGDs can be achieved (e.g., Carnett & Ingvarsson, 2016; Carnett et al, 2018, 2019; Frampton et al, 2020; Shillingsburg et al, 2019a, 2019b; Tullis et al, 2018) with children with ASD. We hope our findings will encourage further innovation and translation in this area, ensuring that learners with ASD who use SGDs can benefit from the highest quality intervention strategies available.…”

The influence of instructive feedback presentation schedule: A replication with children with autism spectrum disorder

“…Effective procedures are procedures that result in desired learning outcomes while efficient procedures are procedures that result in optimal learning outcomes without increasing instructional time (Reichow & Wolery, 2011). The IF procedure has been effectively used to promote skill acquisition in 1:1 (e.g., Carroll & Kodak, 2015), dyad (e.g., Appelman et al, 2014), and small group (e.g., Cromer et al, 1998;Leaf et al, 2017) formats, and with individuals with a range of disabilities, including autism spectrum disorder (e.g., Appelman et al, 2014;Caldwell et al, 1996;Carroll & Kodak, 2015;Cromer et al, 1998;Dass et al, 2018;Delmolino et al, 2013;Haq et al, 2015;Parrott et al, 2000;Ross & Stevens, 2003;Schnell et al, 2018;Tekin-Iftar et al, 2003;Tullis, Marya, & Shillingsburg, 2019;Werts et al, 2011).…”