Return to search

The Use of Instructive Feedback to Promote Emergent Verbal Responses: A Replication

Previous research has incorporated instructive feedback (IF) within mastered listener-by-name trials with two children diagnosed with autism spectrum disorder (ASD). Participants in a previous study acquired the secondary targets and also demonstrated emergent responding (i.e., listener-by-feature, tact-by-feature, intraverbal, and reverse intraverbal). The current study replicated a previous study on IF with two children with ASD. Therapists conducted a series of three sessions of mastered listener-by-name trials (e.g., "Show me otter," and the participant selecting the picture of the otter) and provided IF statements for features of the target stimuli (e.g., "It lives in rivers."). We measured participants' echoic responding and required attending to the target stimulus during IF trials, and we evaluated acquisition of secondary targets and emergent responses using a concurrent multiple probe design across sets. We observed increased correct responding for secondary targets and emergent responses for the first set of stimuli with both participants. However, one participant did not engage in emergent responses for the two remaining sets. Results suggest that related verbal operant response relations of secondary targets may result after IF, but the extent of emergence may be idiosyncratic.

Identiferoai:union.ndltd.org:unt.edu/info:ark/67531/metadc1833527
Date08 1900
CreatorsLaddaga Gavidia, Valeria
ContributorsBergmann, Samantha, Toussaint, Karen, Ortu, Daniele
PublisherUniversity of North Texas
Source SetsUniversity of North Texas
LanguageEnglish
Detected LanguageEnglish
TypeThesis or Dissertation
Formatvi, 60 pages, Text
RightsPublic, Laddaga Gavidia, Valeria, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved.

Page generated in 0.0019 seconds