Promoting the development of verbal responses using instructive feedback

Abstract

Shillingsburg, Frampton, Cleveland, and Cariveau (2018) taught listener and tact by feature, name–feature intraverbal, and feature–name intraverbal responses across sets and reported emergence of responses that were not directly trained for 6 individuals diagnosed with autism spectrum disorder (ASD). The current study was a systematic replication with the addition of instructive feedback (IF) with 2 children diagnosed with ASD. During trials for previously mastered listener by name responses (e.g., “Point to Tennessee” and child selects a picture of Tennessee), the experimenters provided related IF (e.g., “The capital of this state is Nashville”). After 3 sessions, we evaluated the effects of IF on related verbal responses (e.g., listener by feature, tact by feature, name–feature intraverbal, and feature–name intraverbal) across sets probes. We observed increased correct responses for related verbal responses; replicating Shillingsburg et al. Results suggest that the inclusion of IF may increase the efficiency of verbal behavior programming.

Instructive feedback to expand listener skills in a second language in children with autism spectrum disorder

“…Results from this study are consistent with previous studies that have demonstrated instructive feedback results in increased efficiency of instruction (e.g., Frampton & Shillingsburg, 2020; Nottingham et al., 2017; Reichow & Wolery, 2011). Data from the present experiment revealed acquisition of Spanish listener targets without direct instruction in 12 out of the 18 possible transfer targets.…”

“…The efficiency of instructive feedback as an instructional strategy has been explored widely by other researchers (see Albarran & Sandbank, 2019; Werts et al., 1995, for reviews). For instance, Frampton and Shillingsburg (2020) delivered instructive feedback during a listener response task, such that after participants correctly selected the picture from an array (e.g., state), the researcher would provide additional information about the picture (e.g., capital of the state). When researchers tested for untrained, related verbal operants (e.g., listener by feature, tact by feature, name‐feature intraverbal, and feature‐name intraverbal), both participants demonstrated high levels of performance of untrained responses.…”

The influence of instructive feedback presentation schedule: A replication with children with autism spectrum disorder

“…Prior to the onset of the current study, naming was not directly assessed for either John or Denis; however, during the study, both participants consistently engaged in listener responding related to the presentation of secondary targets. Like participants in recent research (Frampton & Shillingsburg, 2019), John and Denis both engaged in behaviors such as looking at, pointing to, or orienting toward the secondary target picture cards when the experimenter presented these stimuli. Additionally, both participants engaged in consistent, overt echoic responses following the experimenter's presentation of the secondary targets.…”

“…For example, following the presentation of a secondary target, participants may have responded as a listener (i.e., orienting to the picture) and speaker (i.e., overtly or covertly echoing the name of the picture) (e.g., Greer & Ross, 2008;Miguel, 2016). Recent IF studies have begun to incorporate discussions of the potential role of naming in the effectiveness of IF procedures (e.g., Dass et al, 2018;Frampton & Shillingsburg, 2019;Tullis et al, 2016). Prior to the onset of the current study, naming was not directly assessed for either John or Denis; however, during the study, both participants consistently engaged in listener responding related to the presentation of secondary targets.…”

Emergence of verbal responses using instructive feedback: A replication and extension

“…Frampton and Shillingsburg (2020) investigated the efficacy of listener training with IF on the intraverbal and tact responses of two participants diagnosed with ASD. Primary targets were previously mastered listener responses, and secondary target responses were novel expansion (i.e., related to the primary target) IF statements.…”