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Journal of applied behavior analysis
04, 2020;53 (2): 1029-1041.

Promoting the development of verbal responses using instructive feedback.

Sarah E Frampton, M Alice Shillingsburg
Author Information
  1. Sarah E Frampton: The May Institute.
  2. M Alice Shillingsburg: The May Institute.
PMID: 31691297 DOI: 10.1002/jaba.659

Abstract

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.

Keywords

autism bidirectional naming covert behavior efficiency instructive feedback

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MeSH Term

Autism Spectrum Disorder
Child
Feedback
Humans
Verbal Behavior
Journal Article
Article has an altmetric score of 1

Word Cloud

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