The Effects of Instructive Feedback and Stimulus Equivalence Procedures on Group Instructional Outcomes

Abstract

The current study combined equivalence-based instruction and instructive feedback (IF) with two groups of children with autism spectrum disorder. For group 1, three sets of three targets were tested, and for group 2, two sets of three targets were tested. For each target stimulus, the following verbal operants were evaluated: (1) tact name, (2) tact feature, (3) name-feature intraverbal, and (4) feature-name intraverbal. Following individual across set probes (ASP) sessions evaluating all targets in all sets, group treatment was conducted with set 1. During group treatment, tact training was provided to each participant relating to his/her assigned target and IF relating to a feature of the target was provided. Once daily probe data indicated all targets were mastered by the assigned participant, ASP were repeated. This process was repeated across all evaluated sets in the form of a multiple probe design. Results indicated robust responding for three participants, with evidence of responding to observational targets, secondary targets (related to the IF), and emergence of intraverbal responses. A fourth participant showed moderate levels of correct responding, particularly with observational targets. Overall, results suggest that group IF and stimulus equivalence are viable interventions for some children with ASD.