Will Intraverbals Emerge Following Instructive Feedback. matters because it changes what a BCBA notices when decisions have to hold up in case conceptualization, intervention design, staff training, and literature-informed problem solving.
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Join Free →Instructive feedback (IF) can be incorporated into discrete-trial instruction and may be an efficient way to teach more skills—typically referred to as secondary targets—within an instructional section. Research has shown that some autistic children/children with autism spectrum disorder (ASD) acquire secondary targets with IF. Few studies have explored whether instruction with IF might be even more efficacious if emergent responding is programmed for and assessed throughout intervention. The study in this presentation replicated Frampton and Shillingsburg (2020) and incorporated IF within mastered listener-by-name trials with two children diagnosed with ASD. Therapists conducted mastered listener-by-name trials (e.g., "Show me otter," and the participant selects the picture of the otter) and embedded IF statements of features of the target stimuli (e.g., "It lives in rivers.") into the consequence portion of the trial. We evaluated acquisition of secondary targets and emergent responses (i.e., tact-by-feature, listener-by-feature, intraverbal WH, reverse intraverbal WH, and fill-in intraverbal) 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 one participant and for all three sets with the second participant. I will discuss reasons why our study partially replicated Frampton and Shillingsburg, suggest recommendations for future research on IF, and provide considerations for using IF in practice.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
Dr. Samantha Bergmann is currently an assistant professor in the Department of Behavior Analysis at the University of North Texas. She co-directs the Training and Research: Autism Intervention Laboratory housed in the UNT Kristin Farmer Autism Center. Her research interests include applied and transitional questions related to procedural integrity, instructional efficacy and efficiency, stimulus control, and verbal behavior. Dr. Bergmann serves on the editorial boards for the Journal of Applied Behavior Analysis and Behavior Analysis in Practice and is an Associate Editor for The Analysis of Verbal Behavior. Dr. Bergmann has presented at state, regional, and national conferences and has published research in the Journal of Applied Behavior Analysis, Journal of the Experimental Analysis of Behavior, Behavior Analysis in Practice, The Analysis of Verbal Behavior, Psychological Record, the European Journal of Behavior Analysis, and Learning and Motivation.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
280 research articles with practitioner takeaways
279 research articles with practitioner takeaways
239 research articles with practitioner takeaways
All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.