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An Analysis of Discrete Trial Teaching: Corrective Feedback, Informative Feedback, and Observational Learning |
Monday, May 25, 2015 |
4:00 PM–4:50 PM |
217D (CC) |
Area: AUT; Domain: Applied Research |
Chair: Kate E. Fiske Massey (Douglass Developmental Disabilities Center, Rutgers University ) |
Discussant: Mitchell T. Taubman (Autism Partnership) |
CE Instructor: Justin B. Leaf, Ph.D. |
Abstract: Discrete trial teaching is a systematic and effective method of teaching children with autism various skills. Discrete trial teaching consists of three components: (a) an instruction (discriminative stimulus), (b) a response by the learner, and (c) a consequence following the childs response. Although discrete trial teaching is a commonly implemented procedure to teach individuals diagnosed with autism there still remains several questions which should be addressed through empirical investigation. For example it is not known how individuals respond when corrective feedback is provided, the level of observational learning that occurs during group instruction, and the utility of informative feedback. The presentations in this symposium will help address these issues. The first presentation will provide an analysis on the type of corrective feedback that is provided and how students responded to the corrective feedback. The second presentation will provided data on the effects of discrete trial teaching implemented in a group instructional format where informative feedback was provided. Both clinical recommendations and areas for future research will be discussed. |
Keyword(s): corrective feedback, discrete trial, informative feedback, observational learning |
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An Analysis and Evaluation of Corrective Feedback Provided to Individuals Diagnosed with Autism Spectrum Disorder |
ERIN MITCHELL (Autism Partnership), Justin B. Leaf (Autism Partnership Foundation), Donna Townley-Cochran (University of North Texas), Ronald Leaf (Autism Partnership), John James McEachin (Autism Partnership), Mitchell T. Taubman (Autism Partnership) |
Abstract: Corrective feedback is commonly provided for both incorrect responding during learning tasks and as a way to decrease aberrant or off task behaviors. Although corrective feedback is commonly provided to individuals with autism, there have been debates on the utility of corrective feedback; many researchers and clinicians believe that corrective feedback may result in an increase in aberrant behaviors and lead to more errors during learning. The purpose of this study was to evaluate the clinical use of corrective feedback for sixteen children diagnosed with autism. The researchers evaluated ten thirty-minute clinical sessions for each of the participants and evaluated corrective feedback across many dimensions. Some of the dimensions evaluated were: why the teachers provided corrective feedback (e.g., skill acquisition or off task behavior), the type of corrective feedback provided (e.g., verbal feedback, token loss, loss of reinforcement), and the participant’s reaction to receiving corrective feedback. We conducted various statistical analyses to evaluate how participants responded to corrective feedback, if there were differences in how participants responded based upon how the corrective feedback was provided, and if there were differences correlated with various demographics of the participants. Both clinical recommendations and areas for future research will be discussed. |
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An Evaluation of Group Discrete Trial Teaching and Informative Feedback on Tacting and Observational Learning |
ADITT ALCALAY (Autism Partnership), Donna Townley-Cochran (University of North Texas), Justin B. Leaf (Autism Partnership Foundation), John James McEachin (Autism Partnership), Mitchell T. Taubman (Autism Partnership), Ronald Leaf (Autism Partnership) |
Abstract: We evaluated a group implemented discrete trial teaching procedure to teach expressive labeling for nine individuals diagnosed with autism. The discrete trial teaching procedure consisted of: (a) a discriminative stimulus provided by the teacher; (b) the behavior from the participant, (c) social praise for correct responding; (d) corrective feedback for incorrect responding; and (e) informative feedback provided either after the social praise or the corrective feedback. We evaluated if the participants were able to learn the expressive labels directly taught to them, if they were able to learn the expressive labels taught to other members of their group (i.e., observational learning), if they were able to learn the additional information provided directly to them during the informative feedback, and if they were able to learn the additional information provided to the other members of the group during the informative feedback. A multiple baseline design across participants was utilized. Results showed that the participants were able to learn the information directly taught to them, were able to observationally learn skills taught to other group members, and that participants were able to learn the information targeted by the informative feedback. Both clinical recommendations and areas for future research will be discussed. |
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