Instructive Feedback: A Strategy for Increasing the Efficiency of Instruction for Children with Autism Spectrum Disorders
|Sunday, March 2, 2014|
|9:15 AM–10:05 AM |
|Grand Ballroom A-B (Suite Tower)|
|Area: AUT; Domain: Applied Research|
|Instruction Level: Basic|
|CE Instructor: Tiffany Kodak, Ph.D.|
|Chair: Wayne W. Fisher (University of Nebraska Medical Center, Munroe-Meyer Institute)|
|TIFFANY KODAK (University of Oregon)|
|Tiffany Kodak, Ph.D., is an associate professor in the school psychology program at the University of Oregon. Before joining the faculty at the University of Oregon, Dr. Kodak directed the early intervention program at the Munroe-Meyer Institute in the University of Nebraska Medical Center (UNMC) and was a faculty member in the Department of Pediatrics at UNMC. She graduated from Louisiana State University in 2006 with a Ph.D. in school psychology. Dr. Kodak completed her graduate internship at the Marcus Institute in Atlanta, GA, under the supervision of Drs. Wayne Fisher, Henry Roane, and Michael Kelley. Her post-doctoral fellowship was completed in 2006 under the supervision of Dr. Wayne Fisher. Her research has focused on several general topics, including skill acquisition, choice, and the assessment and treatment of problem behavior with individuals diagnosed with autism and severe behavior disorders. She has published 30 peer-reviewed research studies, co-authored book chapters, and worked directly with individuals with developmental disabilities for 18 years. Dr. Kodak is on the editorial board and served as the editorial assistant for the Journal of Applied Behavior Analysis, is on the editorial board for The Analysis of Verbal Behavior, is a Board Certified Behavior Analyst (BCBA), and the recipient of the APA (Division 25) Applied Behavior Analysis dissertation award in 2006.|
A primary goal of early intervention services is to identify teaching strategies that will help close the gap between the skill level of children with autism spectrum disorders and that of their typically developing peers. The efficiency of instruction, or the amount of time required to teach a new skill, may be enhanced by using certain instructional strategies that have been shown to produce rapid learning or future learning. Instructive feedback is one example of an instructional strategy that can decrease training time or increase the amount of skills that a child learns during instruction. Instructive feedback has been shown to be effective in teaching new skills to children and adults with developmental disabilities in more than 20 published studies. In this presentation, Dr. Kodak will review different formats of instructive feedback and present results from several of her studies that demonstrate the effectiveness and efficiency of instructive feedback for teaching verbal behavior to children with autism spectrum disorders. Dr. Kodak also will discuss how specific behaviors displayed by children during instruction may be associated with the effectiveness of this procedure. Finally, she will describe how instructive feedback may be incorporated into clinical practice to maximize learning outcomes.
|Target Audience: |
Psychologists, behavior analysts, practitioners, graduate students, and anyone interested in learning more about instructive feedback for children with autism.
|Learning Objectives: Forthcoming.|
|Keyword(s): Instructive feedback|