Instructive feedback: Review of parameters and effects

Werts, Margaret Gessler; Wolery, Mark; Holcombe, Ariane; Gast, David L.

doi:10.1007/bf02110214

Cited by 79 publications

(71 citation statements)

References 21 publications

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“…Instructive 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.…”

Section: Tact Trainingmentioning

confidence: 99%

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: Tact Trainingmentioning

confidence: 99%

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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“…Ten articles were based on behaviourism: Werts, Wolery, Holcombe, and Gast (1995), Lee (2002), Ferreira, Moore, andMellish (2007), Goodman, Brady, Duffy, Scott, and Pollard (2008), Rodriguez, Loman, and Horner (2009), Auld, Belfiore, and Scheeler (2010), Scheeler, Congdon, and Stansbery (2010), Duchaine, Jolivette, and Fredrick (2011), Ochieng' Ong'ondo and Borg (2011), and Scheeler, McKinnon, and Stout (2012.…”

Section: Data-analysismentioning

confidence: 99%

“…For instance, from a behaviouristic point of view, feedback should be instructional (Werts et al, 1995), which can vary between parallel, expansive or novel. Parallel instructive feedback repeats the instruction given before.…”

Section: Feedback Characteristicsmentioning

confidence: 99%

“…Werts et al (1995) illustrated mixed results on the three types of instructional feedback; it is unclear which type is the most effective. Ferreira et al (2007) investigated two approaches to corrective feedback in language education: the GAS strategy (i.e., Giving Answers Strategy) in which teachers provide the correct answer, and the PAS strategy (i.e., Prompting Answers Strategy) in which teachers support and evoke learners to provide the correct answer.…”

Section: Behaviourismmentioning

confidence: 99%

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Understanding feedback: A learning theory perspective

Thurlings

Vermeulen

Bastiaens

et al. 2013

Educational Research Review

192

114

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“…Research supports learning by students with moderate intellectual disabilities in a small group arrangement (Gast & Winterling, 1992;Hall, Schuster, Wolery, Gast, & Doyle, 1992;Wall & Gast, 1999;Werts, Wolery, Holcombe, & Gast, 1995; and learning through observation (Fickel, Schuster, & Collins, 1998;Griffen, Wolery, & Schuster, 1992;Whalen, Schuster, & Hemmeter, 1996;Wolery, Ault, Gast, Doyle, & Griffen, 1991), when careful attention is paid to such factors as group size, age and entry skills of group members, tasks to be taught, group arrangement, and instructional procedure (Collins, Gast, Ault, & Wolery, 1991).…”

mentioning

confidence: 98%

Impact of SMART Board Technology: An Investigation of Sight Word Reading and Observational Learning

Mechling

Gast

Krupa

2007

J Autism Dev Disord

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The effects of SMART Board technology, an interactive electronic whiteboard, and a 3s constant time delay (CTD) procedure was evaluated for teaching sight word reading to students with moderate intellectual disabilties within a small group arrangment. A multiple probe design across three word sets and replicated with three students was used to evaluate the effectiveness of SMART Board technology on: (a) reading target grocery words; (b) matching grocery item photos to target grocery words; (c) reading other students' target grocery words through observational learning; and (d) matching grocery item photos to observational grocery words. Results support use of this tool to teach multiple students at one time and its effects on observational learning of non-target information.

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Instructive feedback: Review of parameters and effects

Cited by 79 publications

References 21 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

Understanding feedback: A learning theory perspective

Impact of SMART Board Technology: An Investigation of Sight Word Reading and Observational Learning

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