The use of instructive feedback for teaching language skills to children with autism

Examination of variables that affect the efficacy of instructive feedback

“…For example, Vladescu and Kodak () reported that participants often echoed secondary targets during instruction. However, other studies (Delmolino et al, ; Loughrey et al, ; Reichow & Wolery, ) did not report data on this variable; thus, it is unclear whether echoic behavior may have impacted the efficacy of instructive feedback for participants in these studies.…”

“…However, studies that examined the use of instructive feedback for children with autism spectrum disorder (ASD) have produced inconsistent outcomes. For example, Delmolino, Hansford, Bamond, Fiske, and LaRue () evaluated consequence‐based instructive feedback in which secondary targets were presented after praise for correct responding to primary targets, but prior to the delivery of a tangible reinforcer. Only one out of four participants acquired a set of secondary targets (i.e., three stimuli) at mastery level without direct training.…”

“…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. Both Reichow and Wolery () and Vladescu and Kodak () reported the efficacy of instructive feedback for children with ASD.…”

“…Inconsistent results across studies suggest a need to identify factors that may contribute to the efficacy of instructive feedback for children with ASD. Specifically, individuals who are most likely to benefit from instructive feedback may demonstrate certain response patterns that facilitate acquisition of secondary targets, which should be examined further (Delmolino et al, ; Reichow & Wolery, ; Vladescu & Kodak, ). For example, Vladescu and Kodak () reported that participants often echoed secondary targets during instruction.…”

Promoting the development of verbal responses using instructive feedback

“…Variations of IF have been used in other disciplines and may be referred to as mapping (Carey & Bartlett, ) or vocal expansions (Scherer & Olswang, ). Results across a variety of studies suggest that learners may acquire both the primary and secondary targets, though responding was only explicitly required for the primary target (e.g., Delmolino, Hansford, Bamond, Fiske, & LaRue, ; Gast, Doyle, Wolery, Ault, & Kolenda, ; Leaf et al, ; Loughrey, Betz, Majdalany, & Nicholson, ; Reichow & Wolery, ; Tullis, Frampton, Delfs, & Shillingsburg, ; Vladescu & Kodak, ). Secondary targets have been presented during the antecedent (Vladescu & Kodak, ) or consequence portions of the trial (Delmolino et al, ), and may or may not have a relationship to the primary target (Gast et al, ).…”