Abstract
We evaluated the effects of instructive feedback on the variability of intraverbal responses for two children with autism spectrum disorder. Specifically, we used an adapted alternating treatments design to compare participants’ novel responses and response combinations during an intraverbal category program across conditions with and without instructive feedback. During instructive feedback, secondary targets were presented during the consequence event of the learning trial and consisted of a therapist’s model of response variability. The results showed that participants engaged in more novel response combinations during instructive feedback conditions. We discussed the clinical implications of these results as well as areas for future research.
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Acknowledgments
The design and data-collection portions of this study were conducted while both investigators were at the University of Nebraska Medical Center’s Munroe-Meyer Institute. We would like to thank Elizabeth Bullington, Nitasha Dickes, and Joslyn Mintz for their assistance with data collection.
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Carroll, R.A., Kodak, T. Using Instructive Feedback to Increase Response Variability During Intraverbal Training for Children with Autism Spectrum Disorder. Analysis Verbal Behav 31, 183–199 (2015). https://doi.org/10.1007/s40616-015-0039-x
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DOI: https://doi.org/10.1007/s40616-015-0039-x