Using instructive feedback to teach category names to children with autism

Loughrey, Tara Olivia; Betz, Alison M.; Majdalany, Lina; Nicholson, Katie

doi:10.1002/jaba.123

Cited by 29 publications

(34 citation statements)

References 6 publications

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“…Even though several studies have used vocal IF related to the primary targets (e.g., Leaf et al, ; Loughrey et al, ; Tullis et al, ), our study is the first to test for intraverbals related to the primary and secondary targets. Our findings should be interpreted with caution, as we incorporated IF in the context of a previously mastered skill, which is not considered standard practice (Reichow & Wolery, ).…”

Section: Discussionmentioning

confidence: 97%

“…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, ).…”

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confidence: 99%

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Promoting the development of verbal responses using instructive feedback

Frampton

Shillingsburg

2019

J of App Behav Analysis

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Shillingsburg, Frampton, Cleveland, and Cariveau (2018) taught listener and tact by feature, name–feature intraverbal, and feature–name intraverbal responses across sets and reported emergence of responses that were not directly trained for 6 individuals diagnosed with autism spectrum disorder (ASD). The current study was a systematic replication with the addition of instructive feedback (IF) with 2 children diagnosed with ASD. During trials for previously mastered listener by name responses (e.g., “Point to Tennessee” and child selects a picture of Tennessee), the experimenters provided related IF (e.g., “The capital of this state is Nashville”). After 3 sessions, we evaluated the effects of IF on related verbal responses (e.g., listener by feature, tact by feature, name–feature intraverbal, and feature–name intraverbal) across sets probes. We observed increased correct responses for related verbal responses; replicating Shillingsburg et al. Results suggest that the inclusion of IF may increase the efficiency of verbal behavior programming.

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Section: Discussionmentioning

confidence: 97%

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confidence: 99%

Promoting the development of verbal responses using instructive feedback

Frampton

Shillingsburg

2019

J of App Behav Analysis

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“…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.…”

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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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“…Research fi ndings have shown that acquisition is enhanced with short (e.g., 2-s to 3-s) versus long (e.g., 10-s to 20-s) it is (e.g., Koegel, Dunlap, & Dyer, 1980 ;Majdalany et al, 2014 ). Some research, however, also suggests advantages to presenting additional instructional stimuli during ITIs (e.g., Loughrey, Betz, Majdalany, & Nicholson, 2014 ;Reichow & Wolery, 2011 ;Vladescu & Kodak, 2013 ). With this approach, the therapist inserts supplementary information immediately prior to or following instructional trials, with no response required of the learner.…”

Section: Intertrial Interval (Iti)mentioning

confidence: 93%

Discrete Trial Training

Lerman,

Valentino,

LeBlanc

2016

Evidence-Based Practices in Behavioral Health

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Using instructive feedback to teach category names to children with autism

Cited by 29 publications

References 6 publications

Promoting the development of verbal responses using instructive feedback

Promoting the development of verbal responses using instructive feedback

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

Discrete Trial Training

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