Abstract:
:The present study evaluated the effects of instructive feedback embedded within a group discrete trial teaching to teach tact relations to nine children diagnosed with autism spectrum disorder using a nonconcurrent multiple-baseline design. Dependent variables included correct responses for: primary targets (directly taught), secondary targets (taught via instructive feedback), primary observational targets (directly taught to other members of the group), and secondary observational targets (taught via instructive feedback provided to other members of the group). Results showed that all nine participants reached the mastery criterion for the primary targets, as well as acquired the secondary and observational targets without direct teaching. Clinical implications and areas for future research are provided.
journal_name
J Appl Behav Analjournal_title
Journal of applied behavior analysisauthors
Leaf JB,Cihon JH,Alcalay A,Mitchell E,Townley-Cochran D,Miller K,Leaf R,Taubman M,McEachin Jdoi
10.1002/jaba.375subject
Has Abstractpub_date
2017-04-01 00:00:00pages
304-316issue
2eissn
0021-8855issn
1938-3703journal_volume
50pub_type
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