NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1007481
Record Type: Journal
Publication Date: 2013-Jun
Pages: 14
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-1750-9467
The Use of Instructive Feedback for Teaching Language Skills to Children with Autism
Delmolino, Lara; Hansford, Amy P.; Bamond, Meredith J.; Fiske, Kate E.; LaRue, Robert H.
Research in Autism Spectrum Disorders, v7 n6 p648-661 Jun 2013
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. (Contains 4 tables and 10 figures.)
Elsevier. 3251 Riverport Lane, Maryland Heights, MO 63043. Tel: 800-325-4177; Tel: 314-447-8000; Fax: 314-447-8033; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A