Grow Laura L, Kodak Tiffany, Clements Andrea
Department of Psychology, California State University, Fresno, CA USA.
University of Wisconsin-Milwaukee, Milwaukee, WI USA.
Behav Anal Pract. 2016 Nov 7;10(3):313-317. doi: 10.1007/s40617-016-0153-9. eCollection 2017 Sep.
Instructive feedback is used to expose learners to secondary targets during skill acquisition programs (Reichow & Wolery, in , 327-340, 2011; Werts, Wolery, Gast, & Holcombe, in , 55-75, 1995). Although unrelated feedback may have clinical utility in practice, very little research has evaluated unrelated instructive feedback, particularly for promoting play behavior (Colozzi, Ward, & Crotty, in , 226-248, 2008). The purpose of the study was to determine if play emerged after embedding instructive feedback during the consequence portion of discrete trial training to teach tacts. An adapted alternating treatments design was used to compare tact training with and without instructive feedback for play behaviors. Instructive feedback resulted in the emergence of play behaviors during tabletop instruction and a play area of a classroom. We discuss the results in terms of clinical practice and future research.
在技能习得项目中，指导性反馈用于让学习者接触次要目标（Reichow & Wolery，2011年，第327 - 340页；Werts、Wolery、Gast & Holcombe，1995年，第55 - 75页）。尽管无关反馈在实践中可能具有临床效用，但很少有研究评估无关的指导性反馈，尤其是在促进游戏行为方面（Colozzi、Ward & Crotty，2008年，第226 - 248页）。本研究的目的是确定在离散试误训练的结果部分嵌入指导性反馈以教授触觉识别后，游戏行为是否会出现。采用了一种适应性交替治疗设计，以比较有无指导性反馈的触觉识别训练对游戏行为的影响。指导性反馈导致在桌面教学和教室游戏区域出现了游戏行为。我们将根据临床实践和未来研究对结果进行讨论。
