Enhancing Instruction via Instructive Feedback for a Child with Autism Using a Speech-Generating Device

Autor/inn/en	Tullis, Christopher A.; Marya, Videsha; Alice Shillingsburg, M.
Titel	Enhancing Instruction via Instructive Feedback for a Child with Autism Using a Speech-Generating Device
Quelle	In: Analysis of Verbal Behavior, 35 (2019) 1, S.103-112 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0889-9401
DOI	10.1007/s40616-018-0096-z
Schlagwörter	Children; Autism; Pervasive Developmental Disorders; Students with Disabilities; Feedback (Response); Assistive Technology; Augmentative and Alternative Communication + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung
Abstract	Instructive feedback (IF) is a procedure in which secondary targets are presented to a learner during instruction for primary skills. Previous research has demonstrated that students with autism spectrum disorder (ASD) may acquire at least a portion of skills presented via IF. Although it is a promising instructional methodology for learners with ASD, few studies focus on learners who use an augmentative device for communication purposes. The purpose of the current investigation was to extend the IF literature related to students with ASD who use communication devices. Across all target skills, IF resulted in the acquisition of at least a portion of secondary targets without explicit teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01