Examination of variables that affect the efficacy of instructive feedback

Haq, Shaji S.; Zemantic, Patricia K.; Kodak, Tiffany; LeBlanc, Brittany; Ruppert, Traci

doi:10.1002/bin.1470

Cited by 16 publications

(9 citation statements)

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“…Sarah's rapid acquisition of secondary targets during the tact training with instructive feedback condition allowed for the inclusion of new play behaviors as secondary targets during the continued training of primary targets. To our knowledge, only one other study has evaluated whether children with ASD acquire multiple sets of secondary targets during training of a single set of primary targets (i.e., Haq, Zemantic, Kodak, LeBlanc, & Ruppert, 2016). The findings of the current study suggest that including secondary targets during early intervention programming can lead to the emergence of multiple sets of secondary targets, which further enhances the efficiency of instruction.…”

Section: Resultsmentioning

confidence: 69%

An Evaluation of Instructive Feedback to Teach Play Behavior to a Child with Autism Spectrum Disorder

Grow

Kodak

Clements

2016

Behav Analysis Practice

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Instructive feedback is used to expose learners to secondary targets during skill acquisition programs (Reichow & Wolery, in Journal of Applied Behavior Analysis, 44, 327-340, 2011; Werts, Wolery, Gast, & Holcombe, in Journal of Behavioral Education, 5, 55-75, 1995). Although unrelated feedback may have clinical utility in practice, very little research has evaluated unrelated instructive feedback, particularly for promoting play behavior (Colozzi, Ward, & Crotty, in Education and Training in Developmental Disabilities, 43, 226-248, 2008). The purpose of the study was to determine if play emerged after embedding instructive feedback during the consequence portion of discrete trial training to teach tacts. An adapted alternating treatments design was used to compare tact training with and without instructive feedback for play behaviors. Instructive feedback resulted in the emergence of play behaviors during tabletop instruction and a play area of a classroom. We discuss the results in terms of clinical practice and future research.Keywords Autism . Instructive feedback . Play behaviors . Tact trainingInstructive feedback is a strategy used to expose learners to secondary training targets during skill acquisition programs (Reichow & Wolery, 2011;Werts, Wolery, Gast, & Holcombe, 1995;Wolery, Doyle, Ault, Gast, Meyer, & Stinson, 1991). For example, an instructor teaches a child to tact the name of several animals. During the reinforcement interval, the instructor tacts features of the animals in the presence of the child and moves onto the next trial (i.e., instructive feedback for a related secondary target). After teaching sessions, the modeled skills are probed under extinction. Learners with autism spectrum disorder (ASD) have acquired secondary targets without explicit training by using instructive feedback (e.g., Loughrey, Betz, Majdalany, & Nicholson, 2014;Vladescu & Kodak, 2013).Much of the research has focused on teaching secondary targets that are expansions of the trained targets (Nottingham, Vladescu, & Kodak, 2015). That is, the trained and secondary targets are similar or related skills. For example, an instructor teaches a child to tact the name of the animal (i.e., trained target) and tacts the feature of the animal during the reinforcement interval (i.e., secondary target). Another type of instructive feedback is unrelated feedback in which the trained and secondary targets come from different skill areas. For example, an instructor teaches a child to tact the name of foods (i.e., trained targets) and models a play behavior during the reinforcement interval (i.e., secondary target). Although unrelated feedback may have clinical utility in practice because instructors can embed a variety of skills into instruction, with a few The data were collected while the authors were employees of the University of Nebraska Medical Center's Munroe-Meyer Institute.Implications for Practice • Shows a systematic evaluation of the effectiveness of a procedure for increasing play behaviors • Demonstrates...

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Section: Resultsmentioning

confidence: 69%

An Evaluation of Instructive Feedback to Teach Play Behavior to a Child with Autism Spectrum Disorder

Grow

Kodak

Clements

2016

Behav Analysis Practice

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“…Finally, two articles used four methods of logical analysis, both of which controlled for the number of syllables, overlapping sounds, and first sound. The fourth method varied between the two articles and included controlling for the participants' ability to emit the target response (Haq et al, 2017) or the visual features of the stimuli (Grow et al, 2014).…”

Section: Resultsmentioning

confidence: 99%

Review of Methods to Equate Target Sets in the Adapted Alternating Treatments Design

et al. 2020

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The adapted alternating treatments design is a commonly used experimental design in skill acquisition research. This design allows for the evaluation of two or more independent variables on responding to unique target sets. Equating target sets is necessary to ensure a valid comparison of the independent variables. To date, there is little guidance on best practice when equating target sets and it is unclear how researchers have done so previously. We reviewed the reported methods used to equate target sets in articles published using the adapted alternating treatments design in five behavior-analytic journals. Just over half of the studies published using the adapted alternating treatments design reported any method to equate target sets and the methods varied considerably. Alternative methods, such as random assignment, were prevalent. Considerations for best practice and avenues for future research are discussed.

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“…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).…”

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confidence: 99%

“…The IF procedure has also proven effective across several procedural variations such as the location of secondary targets within a learning trial. Secondary targets have been presented within the antecedent portion (e.g., Haq et al, 2015;Vladescu & Kodak, 2013) of the trial prior to the presentation of a primary target. Secondary targets have also been presented within the consequence portion (e.g., Carroll & Kodak, 2015) of the trial following reinforcement for a correct response related to a primary target.…”

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confidence: 99%

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

Nottingham

Vladescu

DeBar

et al. 2020

J of App Behav Analysis

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Alpine Learning Group Instructive feedback (IF) is a modification to discrete trial instruction that may increase instructional efficiency for individuals with autism spectrum disorder. Several variations of IF have recently been evaluated in the literature; however, few studies have assessed the effectiveness and efficiency of presenting secondary targets on continuous versus intermittent presentation schedules. The current study evaluated the effectiveness and efficiency of various presentation schedules of secondary targets during discrete trial instruction. Specifically, we replicated and extended Griffen et al. (1998) by comparing a condition in which secondary targets were presented during each trial of a session, a condition in which secondary targets were presented every other trial, and a condition in which secondary targets were presented about every 4 trials. Within-subject replications were included for both participants. One of the intermittent presentation schedules was associated with the most optimal outcomes in all 4 comparisons.

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Examination of variables that affect the efficacy of instructive feedback

Cited by 16 publications

References 16 publications

An Evaluation of Instructive Feedback to Teach Play Behavior to a Child with Autism Spectrum Disorder

An Evaluation of Instructive Feedback to Teach Play Behavior to a Child with Autism Spectrum Disorder

Review of Methods to Equate Target Sets in the Adapted Alternating Treatments Design

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

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