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The use of instructive feedback for teaching language skills to children with autism / Lara DELMOLINO in Research in Autism Spectrum Disorders, 7-6 (June 2013)
[article]
Titre : The use of instructive feedback for teaching language skills to children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Lara DELMOLINO, Auteur ; Amy P. HANSFORD, Auteur ; Meredith J. BAMOND, Auteur ; Kate E. FISKE, Auteur ; Robert H. LARUE, Auteur Article en page(s) : p.648-661 Langues : Anglais (eng) Mots-clés : Autism Discrete trial teaching Instructive feedback Index. décimale : PER Périodiques Résumé : Instructive feedback (IF) is a teaching strategy in which extra information is presented to a student during teaching trials for other target skills. Research has shown that when IF is utilized with students with disabilities, they acquire additional skills without additional instructional time (fewer trials and sessions), resulting in more efficient instruction. Only one published study has focused specifically on the effectiveness of IF for children with autism, and demonstrated that the inclusion of IF resulted in more efficient teaching during 1:1 instruction for four preschoolers with autism/developmental delay. The current pair of studies seeks to replicate and extend the findings of Reichow and Wolery. In Study 1, we examined the effectiveness of IF with older students with autism with greater levels of impairment. Out of four students, only one showed more efficient acquisition with IF than without IF during 1:1 instruction. In Study 2, the student who demonstrated positive effects with IF in Study 1 participated in dyad instruction with IF. The effectiveness of IF for that student did not extend to the dyad context for this student. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.015 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199
in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.648-661[article] The use of instructive feedback for teaching language skills to children with autism [Texte imprimé et/ou numérique] / Lara DELMOLINO, Auteur ; Amy P. HANSFORD, Auteur ; Meredith J. BAMOND, Auteur ; Kate E. FISKE, Auteur ; Robert H. LARUE, Auteur . - p.648-661.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.648-661
Mots-clés : Autism Discrete trial teaching Instructive feedback Index. décimale : PER Périodiques Résumé : Instructive feedback (IF) is a teaching strategy in which extra information is presented to a student during teaching trials for other target skills. Research has shown that when IF is utilized with students with disabilities, they acquire additional skills without additional instructional time (fewer trials and sessions), resulting in more efficient instruction. Only one published study has focused specifically on the effectiveness of IF for children with autism, and demonstrated that the inclusion of IF resulted in more efficient teaching during 1:1 instruction for four preschoolers with autism/developmental delay. The current pair of studies seeks to replicate and extend the findings of Reichow and Wolery. In Study 1, we examined the effectiveness of IF with older students with autism with greater levels of impairment. Out of four students, only one showed more efficient acquisition with IF than without IF during 1:1 instruction. In Study 2, the student who demonstrated positive effects with IF in Study 1 participated in dyad instruction with IF. The effectiveness of IF for that student did not extend to the dyad context for this student. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.015 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199 Matrix Training With and Without Instructive Feedback / Jason C. VLADESCU ; Samantha L. BREEMAN ; Sharon A. REEVE ; Danielle L. GUREGHIAN in Focus on Autism and Other Developmental Disabilities, 39-2 (June 2024)
[article]
Titre : Matrix Training With and Without Instructive Feedback Type de document : Texte imprimé et/ou numérique Auteurs : Jason C. VLADESCU, Auteur ; Samantha L. BREEMAN, Auteur ; Sharon A. REEVE, Auteur ; Danielle L. GUREGHIAN, Auteur Article en page(s) : p.84-95 Langues : Anglais (eng) Mots-clés : instructive feedback matrix training recombinative generalization secondary targets tacts Index. décimale : PER Périodiques Résumé : The current study examined the efficacy and efficiency of incorporating instructive feedback within matrix training to teach children with autism spectrum disorder (ASD) to label common characters and cities. Experimenters taught one set of responses using a non-overlapping matrix, a second set of responses using an overlapping matrix, and a third set of responses using a non-overlapping matrix along with secondary targets to three individuals with ASD. The results demonstrated that all teaching methods were effective, and all trained and untrained responses were acquired. Matrix training with instructive feedback was equally as efficient as non-overlapping matrix training and overlapping matrix training, requiring about the same number of sessions for each participant to acquire the responses. The findings demonstrated that establishing recombinative generalization through matrix training and instructive feedback is equally and maybe even more effective and efficient than matrix training in isolation in some circumstances. En ligne : https://dx.doi.org/10.1177/10883576231163522 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=528
in Focus on Autism and Other Developmental Disabilities > 39-2 (June 2024) . - p.84-95[article] Matrix Training With and Without Instructive Feedback [Texte imprimé et/ou numérique] / Jason C. VLADESCU, Auteur ; Samantha L. BREEMAN, Auteur ; Sharon A. REEVE, Auteur ; Danielle L. GUREGHIAN, Auteur . - p.84-95.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 39-2 (June 2024) . - p.84-95
Mots-clés : instructive feedback matrix training recombinative generalization secondary targets tacts Index. décimale : PER Périodiques Résumé : The current study examined the efficacy and efficiency of incorporating instructive feedback within matrix training to teach children with autism spectrum disorder (ASD) to label common characters and cities. Experimenters taught one set of responses using a non-overlapping matrix, a second set of responses using an overlapping matrix, and a third set of responses using a non-overlapping matrix along with secondary targets to three individuals with ASD. The results demonstrated that all teaching methods were effective, and all trained and untrained responses were acquired. Matrix training with instructive feedback was equally as efficient as non-overlapping matrix training and overlapping matrix training, requiring about the same number of sessions for each participant to acquire the responses. The findings demonstrated that establishing recombinative generalization through matrix training and instructive feedback is equally and maybe even more effective and efficient than matrix training in isolation in some circumstances. En ligne : https://dx.doi.org/10.1177/10883576231163522 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=528