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The influence of instructive feedback presentation schedule: A replication with children with autism spectrum disorder
Author(s) -
Nottingham Casey L.,
Vladescu Jason C.,
DeBar Ruth M.,
Deshais Meghan,
DeQuinzio Jaime
Publication year - 2020
Publication title -
journal of applied behavior analysis
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.1
H-Index - 76
eISSN - 1938-3703
pISSN - 0021-8855
DOI - 10.1002/jaba.706
Subject(s) - autism spectrum disorder , psychology , replication (statistics) , autism , schedule , presentation (obstetrics) , session (web analytics) , developmental psychology , clinical psychology , audiology , medicine , computer science , virology , world wide web , radiology , operating system
Instructive feedback (IF) is a modification to discrete trial instruction that may increase instructional efficiency for individuals with autism spectrum disorder. Several variations of IF have recently been evaluated in the literature; however, few studies have assessed the effectiveness and efficiency of presenting secondary targets on continuous versus intermittent presentation schedules. The current study evaluated the effectiveness and efficiency of various presentation schedules of secondary targets during discrete trial instruction. Specifically, we replicated and extended Griffen et al. (1998) by comparing a condition in which secondary targets were presented during each trial of a session, a condition in which secondary targets were presented every other trial, and a condition in which secondary targets were presented about every 4 trials. Within‐subject replications were included for both participants. One of the intermittent presentation schedules was associated with the most optimal outcomes in all 4 comparisons.