The Effects of Instructive Feedback and Stimulus Equivalence Procedures on Group Instructional Outcomes

Autor/inn/en	Tullis, Christopher A.; Frampton, Sarah E.; Delfs, Caitlin H.; Greene, Kayla; Reed, Sandra
Titel	The Effects of Instructive Feedback and Stimulus Equivalence Procedures on Group Instructional Outcomes
Quelle	In: Journal of Behavioral Education, 30 (2021) 1, S.1-21 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-019-09349-2
Schlagwörter	Feedback (Response); Verbal Operant Conditioning; Group Instruction; Observational Learning; Children; Autism; Pervasive Developmental Disorders; Stimuli; Responses + Suchen Sie Ihr Suchwort? Gruppenunterricht; Imitationslernen; Child; Kind; Kinder; Autismus; Anreizsystem
Abstract	The current study combined equivalence-based instruction and instructive feedback (IF) with two groups of children with autism spectrum disorder. For group 1, three sets of three targets were tested, and for group 2, two sets of three targets were tested. For each target stimulus, the following verbal operants were evaluated: (1) tact name, (2) tact feature, (3) name-feature intraverbal, and (4) feature-name intraverbal. Following individual across set probes (ASP) sessions evaluating all targets in all sets, group treatment was conducted with set 1. During group treatment, tact training was provided to each participant relating to his/her assigned target and IF relating to a feature of the target was provided. Once daily probe data indicated all targets were mastered by the assigned participant, ASP were repeated. This process was repeated across all evaluated sets in the form of a multiple probe design. Results indicated robust responding for three participants, with evidence of responding to observational targets, secondary targets (related to the IF), and emergence of intraverbal responses. A fourth participant showed moderate levels of correct responding, particularly with observational targets. Overall, results suggest that group IF and stimulus equivalence are viable interventions for some children with ASD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01