Abstract
Instructive feedback (IF) is a strategy for increasing the efficiency of targeted instruction. Previous research has demonstrated the success of IF with learners with autism spectrum disorder (ASD), but limited research exists regarding the efficacy of the intervention with individuals with ASD who engage in vocal stereotypy. The effects of 2 forms of IF were examined with a learner with ASD who engaged in vocal stereotypy. In Study 1, no intervention for vocal stereotypy was implemented. In Study 2, response interruption and redirection (RIRD) was implemented contingent on vocal stereotypy. IF before the praise statement resulted in faster acquisition of secondary targets, but only when RIRD was implemented. These results extend the IF literature by providing evidence that individuals who engage in vocal stereotypy may require concurrent intervention to increase the opportunity for indiscriminable contingencies to be established and the acquisition of secondary targets via IF.
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