An Evaluation of Instructive Feedback During Mastered Demands

Area of Science:

• Behavioral Psychology
• Developmental Disabilities Research
• Autism Spectrum Disorder Interventions

Background:

• Instructive feedback involves presenting non-target stimuli during trial-based instruction.
• Learners with developmental disabilities may acquire secondary targets incidentally through instructive feedback.
• Embedding secondary targets during maintenance sessions could enhance instructional gains.

Purpose of the Study:

• To evaluate the efficacy of embedding secondary targets during maintenance sessions for a child with autism spectrum disorder (ASD).
• To determine if secondary targets are acquired without additional training when embedded in maintenance sessions.

Main Methods:

• A single-case design was employed to assess the impact of embedding secondary targets.
• Maintenance sessions were used, focusing on previously mastered targets.
• Secondary targets were embedded within the consequence portion of these maintenance trials.

Main Results:

• The participant achieved mastery of two out of seven embedded secondary target sets.
• For the remaining five target sets, more intensive interventions were necessary.
• The study demonstrated limited incidental acquisition of secondary targets.

Conclusions:

• Embedding secondary targets during maintenance sessions showed limited efficacy for this participant with ASD.
• Further research is required to identify optimal conditions for secondary target acquisition.
• The findings highlight the need for individualized approaches in educational interventions for children with developmental disabilities.