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Enhancing Instruction via Instructive Feedback for a Child With Autism Using a Speech-Generating Device.

Christopher A Tullis¹, Videsha Marya², M Alice Shillingsburg^3,4

¹1Department of Educational Psychology, Special Education, and Communication Disorders, Georgia State University, PO Box 3965, Atlanta, GA 30302 USA.

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|January 25, 2020

Summary

This summary is machine-generated.

Instructive feedback (IF) helped students with autism spectrum disorder (ASD) who use communication devices learn new skills. These students acquired some secondary targets with IF, even without direct teaching.

Keywords:

autism spectrum disorder instructive feedback speech-generating device

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Area of Science:

Education
Psychology
Speech and Language Pathology

Background:

Instructive feedback (IF) is an instructional procedure presenting secondary targets during primary skill acquisition.
Previous studies show IF benefits students with autism spectrum disorder (ASD).
Limited research exists on IF for ASD learners using augmentative and alternative communication (AAC) devices.

Purpose of the Study:

To investigate the effectiveness of IF for students with ASD who use AAC devices.
To extend the existing literature on IF within the context of AAC use.

Main Methods:

The study involved students with ASD who use AAC devices.
Instructive feedback (IF) was implemented as the primary instructional method.
Skill acquisition was measured across target skills.

Main Results:

Students with ASD using AAC devices acquired a portion of secondary target skills through IF.
This acquisition occurred without the need for explicit teaching of the secondary targets.
IF proved effective in facilitating incidental learning.

Conclusions:

Instructive feedback is a viable instructional strategy for students with ASD who use AAC devices.
IF supports the acquisition of secondary skills, promoting learning beyond explicitly taught material.
Further research should explore IF's application across diverse populations and skill sets.