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An Evaluation of Instructive Feedback to Teach Play Behavior to a Child with Autism Spectrum Disorder

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Abstract

Instructive feedback is used to expose learners to secondary targets during skill acquisition programs (Reichow & Wolery, in Journal of Applied Behavior Analysis, 44, 327–340, 2011; Werts, Wolery, Gast, & Holcombe, in Journal of Behavioral Education, 5, 55–75, 1995). Although unrelated feedback may have clinical utility in practice, very little research has evaluated unrelated instructive feedback, particularly for promoting play behavior (Colozzi, Ward, & Crotty, in Education and Training in Developmental Disabilities, 43, 226–248, 2008). The purpose of the study was to determine if play emerged after embedding instructive feedback during the consequence portion of discrete trial training to teach tacts. An adapted alternating treatments design was used to compare tact training with and without instructive feedback for play behaviors. Instructive feedback resulted in the emergence of play behaviors during tabletop instruction and a play area of a classroom. We discuss the results in terms of clinical practice and future research.

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Author information

Authors and Affiliations

  1. Department of Psychology, California State University, Fresno, CA, USA

    Laura L. Grow

  2. University of Wisconsin-Milwaukee, Milwaukee, WI, USA

    Tiffany Kodak

  3. University of Nebraska Medical Center, Munroe-Meyer Institute, Omaha, NE, USA

    Andrea Clements

Authors
  1. Laura L. Grow
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  2. Tiffany Kodak
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  3. Andrea Clements
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Corresponding author

Correspondence to Laura L. Grow.

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Conflict of Interest

The authors declare that they have no conflict of interest.

Ethical Approval

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

Informed Consent

Informed consent was obtained from all individual participants included in the study.

Additional information

The data were collected while the authors were employees of the University of Nebraska Medical Center’s Munroe-Meyer Institute.

Implications for Practice

• Shows a systematic evaluation of the effectiveness of a procedure for increasing play behaviors

• Demonstrates how to implement instructive feedback for increasing play behaviors during tact training

• Describes how instructors can increase play behaviors without explicit training

• Highlights the clinical usefulness of instructive feedback during early intervention programming

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Grow, L.L., Kodak, T. & Clements, A. An Evaluation of Instructive Feedback to Teach Play Behavior to a Child with Autism Spectrum Disorder. Behav Analysis Practice 10, 313–317 (2017). https://doi.org/10.1007/s40617-016-0153-9

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  • DOI: https://doi.org/10.1007/s40617-016-0153-9

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