“…The horizontal, dashed line represents criterion levels. This figure is modeled after Tullis et al ( 2021 ); bar graphs similar to those in Frampton and Shillingsburg ( 2020 ) are available in supplementary information Fig. 2 Clare’s responding during probes for emergence.…”
Section: Resultsmentioning
confidence: 99%
“…DR indicates differential reinforcement was in effect. This figure is modeled after Tullis et al ( 2021 ); bar graphs similar to those in Frampton and Shillingsburg ( 2020 ) are available in supplementary information …”
“…The horizontal, dashed line represents criterion levels. This figure is modeled after Tullis et al ( 2021 ); bar graphs similar to those in Frampton and Shillingsburg ( 2020 ) are available in supplementary information Fig. 2 Clare’s responding during probes for emergence.…”
Section: Resultsmentioning
confidence: 99%
“…DR indicates differential reinforcement was in effect. This figure is modeled after Tullis et al ( 2021 ); bar graphs similar to those in Frampton and Shillingsburg ( 2020 ) are available in supplementary information …”
“…Group instruction has been widely used as an efficient teaching format in general education settings. Research has shown that group instruction produces promising outcomes for children with ASD (Tullis et al., 2019).…”
Section: Effects Of Foreign Mand Training On Emergent Tact and Listen...mentioning
confidence: 99%
“…Research has shown that group instruction produces promising outcomes for children with ASD (Tullis et al, 2019).…”
In China, there is an increasing demand for preschool children with autism spectrum disorder (ASD) enrolled in general education to learn English vocabulary. The purpose of this study was to evaluate the effect of foreign mand training in English on the acquisition of mand responses, and the emergence of tact and listener responses for three Chinese-speaking preschool children (boys; 4-5 years of age) with ASD. Echoic-to-mand training was implemented to teach mands in English. The study employed a concurrent multiple-probe design across behaviors. The results of the study indicated that the training was effective in the acquisition of mand responses. Moreover, untaught tacts and listener responses for the same vocabulary emerged without explicit training. Implications for small-group mand training in foreign language acquisition were discussed.
“…Research on instructive feedback suggests it is effective in increasing academic outcomes across grade levels, disabilities, and instructional groupings (Tullis et al, 2019;Wolery et al, 1991Wolery et al, , 1993. Furthermore, instructive feedback is also effective in increasing the rate of student learning (Holcombe et al, 1993).…”
Positive and constructive feedback is a form of positive reinforcement essential to effective instruction and classroom management. This article provides practitioners with a range of realistic positive and constructive feedback strategies and descriptions of how such feedback can be implemented in schools and classrooms, with a special focus on the reinforcement of students with emotional and behavioral disorders.
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