A comparison of continuous versus intermittent presentation of instructive feedback on secondary target acquisition
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[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI SYSTEM AT REQUEST OF AUTHOR.] Previous research has shown that instructive feedback allows for effective and efficient teaching because it allows individuals to acquire two targets while only being taught one directly. However, limited research has been conducted to evaluate the effectiveness of instructive feedback when presented on an intermittent schedule in comparison to a continuous schedule. The purpose of the current study was to evaluate the use of intermittent and continuous schedules of instructive feedback with individuals diagnosed with autism spectrum disorder. Results extend previous research by demonstrating that the majority of participants acquired secondary instructive feedback targets. In addition, two of three participants acquired continuous secondary targets before acquiring the intermittent secondary targets.
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