Incorporating additional targets into learning trials for individuals with autism spectrum disorder

Nottingham, Casey L.; Vladescu, Jason C.; Kodak, Tiffany

doi:10.1002/jaba.179

Cited by 22 publications

(31 citation statements)

References 19 publications

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“…The present study is the first to demonstrate the effectiveness of instructive feedback for increasing play behavior as a secondary target during tact instruction. The current study is one of few demonstrations that have incorporated unrelated secondary targets (Reichow & Wolery, 2011;Nottingham et al, 2015). That is, the secondary target came from an unrelated skill set to the primary target (i.e., tacts).…”

Section: Resultsmentioning

confidence: 99%

“…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.…”

mentioning

confidence: 99%

“…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.…”

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confidence: 99%

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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: 99%

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confidence: 99%

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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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“…Although previous research supports the efficacy of instructive feedback with various populations, additional evaluations of the location of instructive feedback (e.g., antecedent vs. consequence portion of trial) and behaviors that facilitate learning of secondary targets are needed (Nottingham et al, ). The results of this study suggest that attending and echoic behavior during instructive feedback may influence whether children with ASD acquire secondary targets.…”

Section: Discussionmentioning

confidence: 99%

“…Several variations of instructive feedback have been noted (Nottingham, Vladescu, & Kodak, ). Although Delmolino et al () and Loughrey et al () presented secondary targets after praise for correct responding to primary targets but before the delivery of a tangible reinforcer, others (e.g., Reichow & Wolery, ; Vladescu & Kodak, ) presented secondary stimuli while participants accessed tangible reinforcers.…”

Section: Introductionmentioning

confidence: 99%

Examination of variables that affect the efficacy of instructive feedback

Haq

Zemantic

Kodak

et al. 2017

Behavioral Interventions

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Instructive feedback is a procedure in which additional, nontarget stimuli are presented during instructional trials for students with a wide array of disabilities. This preliminary investigation examined whether participant behavior during instructive feedback, including attending and echoic behavior, altered the efficacy of instructive feedback for 2 children with autism. Results showed that participant behavior during instructive feedback related to training outcomes for both participants and treatment modifications based on participant behavior influenced acquisition. Future directions of research and implications for practice are discussed.

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Emergence of verbal responses using instructive feedback: A replication and extension

Tullis

Gibbs

Priester³

et al. 2021

Behavioral Interventions

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Few studies have investigated the potential of instructive feedback (IF) procedures to result in the emergence of novel-related verbal responses. Furthermore, few studies have directly assessed the role self-echoic behavior may have in IF procedures. The current replication and extension evaluated the effects of IF procedures during unmastered primary target trials on the emergence of novel verbal responses. All learners acquired primary, secondary, and related, but unpresented, verbal responses, and maintained responding for 2 months. These results extend the IF literature by providing evidence that IF may facilitate the emergence of novel verbal responses during skill acquisition.

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Incorporating additional targets into learning trials for individuals with autism spectrum disorder

Cited by 22 publications

References 19 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

Examination of variables that affect the efficacy of instructive feedback

Emergence of verbal responses using instructive feedback: A replication and extension

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