Abstract
This study evaluated the effects of daily probes of instructive feedback stimuli on students' acquisition of two types of instructive feedback responses. Four students, two with disabilities, participated and were taught four sets of behaviors, two sets received daily probes and two sets did not. A modification of the multiple probe design across behaviors was used. The findings indicate that students acquired their target behaviors rapidly and maintained correct responding during subsequent probe conditions. Students also acquired both types of instructive feedback and maintained it across subsequent probe conditions. The daily probes of the instructive feedback stimuli did not appear to enhance acquisition or maintenance of the instructive feedback responses, but students appeared to acquire the instructive feedback responses while learning their target behaviors. The implications of this study for understanding how students learn instructive feedback responses and for practice are discussed.
Article PDF
Similar content being viewed by others
Avoid common mistakes on your manuscript.
References
Billingsley, F. F., White, O. R., & Munson, R. (1980). Procedural reliability: A rationale and an example.Behavioral Assessment, 2, 229–241.
California Testing Bureau (1992).California Achievement Test-5. Monterey, CA: McGraw-Hill.
Dunn, L. J., & Dunn, L. M. (1981).Peabody Picture Vocabulary Test-Revised. Circle Pines, MN: American Guidance Service.
Gast, D. L., Doyle, P. M., Wolery, M., Ault, M. J., & Baklarz, J. L. (1991). Acquisition of incidental information during small group instruction.Education and Treatment of Children, 14, 1–18.
Gast, D. L., Doyle, P. M., Wolery, M., Ault, M. J., & Kolenda, J. L. (1994). Instructive feedback: Effects of number and type.Journal of Behavioral Education, 4, 313–334.
Jastak, S., & Wilkinson, G. (1984).Wide Range Achievement Test-Revised. Wilmington, DE: Jastak Associates.
Micrografx Charisma [Computer software]. (1990). Richardson, TX: Micrografx.
Tawney, J. W., & Gast, D. L. (1984).Single subject research in special education. Columbus, OH: Merrill.
Wechsler, D. (1991).Manual for the Wechsler Intelligence Scale for Children -Third Edition. San Antonio: The Psychological Corporation.
Werts, M. G., Caldwell, N. K., & Wolery, M. (1996).Instructive feedback: Effects of a presentation variable. Manuscript submitted for publication.
Werts, M. G., Wolery, M., Holcombe, A., Gast, D. L. (1995). Instructive feedback: Review of parameters and effects.Journal of Behavioral Education, 5, 55–75.
Wolery, M., Ault, M. J., & Doyle, P. M. (1992).Teaching students with moderate and severe disabilities: Use of response prompting strategies. White Plains, NY: Longman.
Wolery, M., Holcombe, A., Cybriwsky, C. A., Doyle, P. M., Schuster, J. W., Ault, M. J., & Gast, D. L. (1992). Constant time delay with discrete responses: A review of effectiveness and demographic, procedural, and methodological parameters.Research in Developmental Disabilities, 13, 239–266.
Wolery, M., Holcombe, A., Werts, M. G., & Cipollone, R. M. (1993). Effects of simultaneous prompting and instructive feedback.Early Education and Development, 4, 20–31.
Wolery, M., Werts, M. G., & Holcombe, A. (1993). Reflections on effects of instructive feedback related and unrelated to the target behavior.Exceptionality, 4, 117–123.
Wolery, M., Werts, M. G., Holcombe, A., Billings, S. S., & Vassilaros, M. A. (1993). Instructive Feedback: A comparison of simultaneous and alternating presentation of non-target stimuli.Journal of Behavioral Education, 3, 187–204.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Anthony, L., Wolery, M., Werts, M.G. et al. Effects of daily probing on acquisition of instructive feedback responses. J Behav Educ 6, 111–133 (1996). https://doi.org/10.1007/BF02110228
Issue Date:
DOI: https://doi.org/10.1007/BF02110228