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Objectives <p>Instructive feedback (IF) has AQ1 been demonstrated to be effective with learners with intellectual and developmental disabilities&#xa0;(IDD) including autism spectrum disorder (ASD; Vladescu &amp; Kodak, <CitationRef CitationID="CR66">2013</CitationRef>),&#xa0;and acquisition is not limited to a single target (Nottingham et al., <CitationRef CitationID="CR44">2017</CitationRef>).&#xa0;However, limited research exists investigating the effects of IF on derived relational responding.</p> Methods <p>A multiple probe design was implemented to evaluate whether IF procedures within a multiple exemplar training (MET) format targeting basic emotion words led to the acquisition of multiple secondary targets of subordinate emotion word and facilitated derived relational responding in the frame of comparison for two learners with ASD.</p> Results <p>IF led to the acquisition of some secondary and emergent targets without explicit instruction, along with enhanced accuracy on a narrative reading comprehension task. Nonetheless, both participants required more intensive instructional support before IF effectively facilitated the acquisition of secondary targets. The intervention had high social validity with participants parents, and moderate social validity with the participants themselves.</p> Conclusions <p>Results tentatively suggest that IF may facilitate derived relational responding within the frame of comparison, however additional research is needed.</p>

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The Effects of Instructive Feedback on the Acquisition of Comparative Relations

  • 期刊论文

  • 发表日期：

    2026年2月14日

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  • Ashley R. Gibbs,
  • Christopher A. Tullis,
  • Stephen Buckley,
  • Allison Hunter

摘要

Objectives

Instructive feedback (IF) has AQ1 been demonstrated to be effective with learners with intellectual and developmental disabilities (IDD) including autism spectrum disorder (ASD; Vladescu & Kodak, 2013), and acquisition is not limited to a single target (Nottingham et al., 2017). However, limited research exists investigating the effects of IF on derived relational responding.

Methods

A multiple probe design was implemented to evaluate whether IF procedures within a multiple exemplar training (MET) format targeting basic emotion words led to the acquisition of multiple secondary targets of subordinate emotion word and facilitated derived relational responding in the frame of comparison for two learners with ASD.

Results

IF led to the acquisition of some secondary and emergent targets without explicit instruction, along with enhanced accuracy on a narrative reading comprehension task. Nonetheless, both participants required more intensive instructional support before IF effectively facilitated the acquisition of secondary targets. The intervention had high social validity with participants parents, and moderate social validity with the participants themselves.

Conclusions

Results tentatively suggest that IF may facilitate derived relational responding within the frame of comparison, however additional research is needed.