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

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 f...

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Bibliographic Details
Published in:Behavior analysis in practice 2017-09, Vol.10 (3), p.313-317
Main Authors: Grow, Laura L., Kodak, Tiffany, Clements, Andrea
Format: Article
Language:English
Subjects:
Animals
Autism
Behavior
Behavioral Science and Psychology
Brief Practice
Feedback
Psychology
Skills
Teaching
Toys
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Summary: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.
ISSN:1998-1929
2196-8934
DOI:10.1007/s40617-016-0153-9