title: Using instructive feedback to teach category names to children with autism.
abstract: We evaluated the effects of instructive feedback (IF) on the emergence of spoken category names with 2 children who had been diagnosed with autism. IF stimuli were presented during listener discrimination training and consisted of presenting the category name associated with each target stimulus. Results suggest that participants acquired the speaker relations in the absence of prompting and reinforcement. Clinical implications and future research on the use of IF as a teaching procedure for children with autism are discussed.
authors.affiliation: Florida Institute of Technology and the Scott Center for Autism Treatment.
authors.forename: Tara Olivia
authors.initials: TO
authors.lastname: Loughrey
authors.forename: Alison M
authors.initials: AM
authors.lastname: Betz
authors.forename: Lina M
authors.initials: LM
authors.lastname: Majdalany
authors.forename: Katie
authors.initials: K
authors.lastname: Nicholson
mesh_terms: D000161:Acoustic Stimulation; D001245:Association Learning / Q000502:physiology*; D001321:Autistic Disorder / Q000523:psychology* / Q000534:rehabilitation*; D002675:Child, Preschool; D004193:Discrimination Learning; D056228:Feedback, Sensory / Q000502:physiology*; D006801:Humans; D008297:Male; D013663:Teaching
keywords: autism; instructive feedback; verbal behavior