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Autor/inn/enNottingham, Casey L.; Vladescu, Jason C.; DeBar, Ruth M.; Deshais, Meghan; DeQuinzio, Jaime
TitelThe Influence of Instructive Feedback Presentation Schedule: A Replication with Children with Autism Spectrum Disorder
QuelleIn: Journal of Applied Behavior Analysis, 53 (2020) 4, S.2287-2302 (16 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0021-8855
DOI10.1002/jaba.706
SchlagwörterAutism; Pervasive Developmental Disorders; Feedback (Response); Program Effectiveness; Children; Skill Development; Training; Teaching Methods; Scheduling
AbstractInstructive feedback (IF) is a modification to discrete trial instruction that may increase instructional efficiency for individuals with autism spectrum disorder. Several variations of IF have recently been evaluated in the literature; however, few studies have assessed the effectiveness and efficiency of presenting secondary targets on continuous versus intermittent presentation schedules. The current study evaluated the effectiveness and efficiency of various presentation schedules of secondary targets during discrete trial instruction. Specifically, we replicated and extended Griffen et al. (1998) by comparing a condition in which secondary targets were presented during each trial of a session, a condition in which secondary targets were presented every other trial, and a condition in which secondary targets were presented about every 4 trials. Within-subject replications were included for both participants. One of the intermittent presentation schedules was associated with the most optimal outcomes in all 4 comparisons. (As Provided).
AnmerkungenWiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2024/1/01
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