Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
The Journal of Special Education
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Gessler Werts, M.
Right arrow Articles by Wolery, M.
Right arrow Search for Related Content
PubMed
Right arrow Articles by Gessler Werts, M.
Right arrow Articles by Wolery, M.
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Instructive Feedback

Effects of a Presentation Variable

Margaret Gessler Werts

Appalachian State University

Nicola K. Caldwell

University of Pittsburgh

Mark Wolery

Vanderbilt University, mark.wolery{at}vanderbilt.edu

Instructive feedback involves presenting extra nontarget stimuli in the consequent events of instructional trials and not requesting students to respond to those stimuli during instruction. The purposes of this study were to evaluate whether students (a) would acquire the behaviors for instructive feedback stimuli when those stimuli were presented after trials on any of a set of target behaviors rather than after a given target behavior and (b) acquired instructive feedback behaviors during acquisition of target behaviors or after mastery of those target behaviors. Four 11-year-old boys with mild disabilities participated, instruction occurred in their special education classroom, and a multiple-probe design across sets of behavior was used. Results indicate that the students (a) acquired their target behaviors, (b) acquired a high percentage of the behaviors for instructive feedback stimuli, and (c) generally acquired instructive feedback responses while acquiring target behaviors. The findings are discussed in terms of future research on instructive feedback and implications for practice.

The Journal of Special Education, Vol. 37, No. 2, 124-133 (2003)
DOI: 10.1177/00224669030370020601
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?