Instructive feedback embedded within group instruction for children diagnosed with autism spectrum disorder

The present study evaluated the effects of instructive feedback embedded within a group discrete trial teaching to teach tact relations to nine children diagnosed with autism spectrum disorder using a nonconcurrent multiple‐baseline design. Dependent variables included correct responses for: primary...

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Bibliographic Details
Published in:Journal of applied behavior analysis 2017-04, Vol.50 (2), p.304-316
Main Authors: Leaf, Justin B., Cihon, Joseph H., Alcalay, Aditt, Mitchell, Erin, Townley‐Cochran, Donna, Miller, Kevin, Leaf, Ronald, Taubman, Mitchell, McEachin, John
Format: Article
Language:English
Subjects:
and verbal behavior
Autism
Autism Spectrum Disorder - psychology
Autism Spectrum Disorder - rehabilitation
Child
Child, Preschool
Clinical Diagnosis
discrete trial teaching
Discrimination Learning - physiology
Feedback
Feedback (Response)
Feedback, Sensory - physiology
Female
group instruction
Humans
instructive feedback
Interpersonal Competence
Male
Observation
Outcomes of Treatment
Pervasive Developmental Disorders
Teaching
Teaching Methods
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Summary:The present study evaluated the effects of instructive feedback embedded within a group discrete trial teaching to teach tact relations to nine children diagnosed with autism spectrum disorder using a nonconcurrent multiple‐baseline design. Dependent variables included correct responses for: primary targets (directly taught), secondary targets (taught via instructive feedback), primary observational targets (directly taught to other members of the group), and secondary observational targets (taught via instructive feedback provided to other members of the group). Results showed that all nine participants reached the mastery criterion for the primary targets, as well as acquired the secondary and observational targets without direct teaching. Clinical implications and areas for future research are provided.
ISSN:0021-8855
1938-3703
DOI:10.1002/jaba.375