Journal of Behavioral Education

, Volume 5, Issue 1, pp 55–75

Instructive feedback: Review of parameters and effects

  • Margaret G. Werts
  • Mark Wolery
  • Ariane Holcombe
  • David L. Gast
Tom Haring Memorial Issue: Part I

DOI: 10.1007/BF02110214

Cite this article as:
Werts, M.G., Wolery, M., Holcombe, A. et al. J Behav Educ (1995) 5: 55. doi:10.1007/BF02110214

Abstract

We present a review of the existing research on instructive feedback. Instructive feedback is a method of presenting extra, non-target stimuli in the consequent events of instructional trials (e.g., during praise statements). Students are not required to respond to those additional stimuli and are not reinforced if they do. The research is reviewed in terms of the characteristics of participants involved, the settings and instructional variables used, and the findings that emerged. The findings indicate that a wide range of students by age and disability were included and that most studies occurred in special education contexts. When used with response prompting procedures in a variety of direct instructional arrangements, students acquire and maintain some of the instructive feedback stimuli. Thus, teachers are encouraged to use instructive feedback in their direct instructional activities. Areas of future research include using instructive feedback in new contexts and examining methods for presenting instructive feedback. In addition, the use of instructive feedback to influence future learning and stimulus class formation should be investigated.

Key words

instructive feedback direct instruction incidental learning students with disabilities response prompting strategies 

Copyright information

© Human Sciences Press, Inc. 1995

Authors and Affiliations

  • Margaret G. Werts
    • 4
  • Mark Wolery
    • 1
  • Ariane Holcombe
    • 2
  • David L. Gast
    • 3
  1. 1.Department of PsychiatryMedical College of Pennsylvania and Hahnemann UniversityUSA
  2. 2.Department of Special EducationVanderbilt UniversityNashville
  3. 3.Department of Special EducationUniversity of GeorgiaAthens
  4. 4.Child and Family Studies ProgramAllegheny-Singer Research InstitutePittsburgh

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