Sarah Frampton, M.A., BCBA, Director of Skill Acquisition at May Institute, and Alice Shillingsburg, Ph.D., BCBA-D,Senior Vice President of Children’s Clinical Services and Training, are co-authors of an article published in the Journal of Applied Behavior Analysis titled, “Promoting the Development of Verbal Responses Using Instructive Feedback.”
The Journal of Applied Behavior Analysis is a quarterly peer-reviewed academic journal that publishes empirical research related to applied behavior analysis.
Dr. Shillingsburg and Sarah Frampton have published several articles with a focus of increasing the efficiency of language instruction. This article represents a step toward even more feasible and effective learning strategies. The two are working to bridge the research to practice gap by integrating evidence-based practices into daily instruction with children at May Institute.
Shillingsburg, Frampton, Cleveland, and Cariveau (2018) taught listener and tact by feature, name-feature intraverbal, and feature-name intraverbal responses across sets and reported emergence of responses that were not directly trained for 6 individuals diagnosed with autism spectrum disorder (ASD). The current study was a systematic replication with the addition of instructive feedback (IF) with 2 children diagnosed with ASD. During trials for previously mastered listener by name responses (e.g., “Point to Tennessee” and child selects a picture of Tennessee), the experimenters provided related IF (e.g., “The capital of this state is Nashville”). After three sessions, we evaluated the effects of IF on related verbal responses (e.g., listener by feature, tact by feature, name-feature intraverbal, and feature-name intraverbal) across sets probes. We observed increased correct responses for related verbal responses; replicating Shillingsburg et al. Results suggest that the inclusion of IF may increase the efficiency of verbal behavior programming.