Instructive Feedback Embedded within Group Instruction for Children Diagnosed with Autism Spectrum Disorder

Autor/inn/en	Leaf, Justin B.; Cihon, Joseph H.; Alcalay, Aditt; Mitchell, Erin; Townley-Cochran, Donna; Miller, Kevin; Leaf, Ronald; Taubman, Mitchell; McEachin, John
Titel	Instructive Feedback Embedded within Group Instruction for Children Diagnosed with Autism Spectrum Disorder
Quelle	In: Journal of Applied Behavior Analysis, 50 (2017) 2, S.304-316 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8855
DOI	10.1002/jaba.375
Schlagwörter	Feedback (Response); Autism; Pervasive Developmental Disorders; Teaching Methods; Observation; Clinical Diagnosis; Interpersonal Competence; Outcomes of Treatment + Suchen Sie Ihr Suchwort? Autismus; Teaching method; Lehrmethode; Unterrichtsmethode; Beobachtung; Interpersonale Kompetenz
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01