We found a match
Your institution may have access to this item. Find your institution then sign in to continue.
- Title
Effects of feedback specificity on acquisition of trial‐based functional analysis skills.
- Authors
Falligant, John M.; Pence, Sacha T.; Nuhu, Nadratu N.; Bedell, Sarah; Luna, Odessa
- Abstract
Individuals responsible for training educational and support staff in schools and agencies may lack experience in evidence‐based training techniques. In particular, staff may have difficulty providing effective performance feedback, which is a critical component of many training models. Though many dimensions of feedback (e.g., accuracy, timing, consistency) may influence the effectiveness of feedback delivery, the impact of feedback specificity on performance is unknown. Accordingly, the purpose of the current study was to evaluate the effectiveness of feedback specificity (vague vs. specific) on acquisition of trial‐based functional analysis skills with eight graduate students studying applied behavior analysis. Overall, specific feedback was associated with improved skill acquisition for all trainees, whereas vague feedback actually decreased performance, relative to baseline, for three trainees. Implications for staff training practices and future areas of research will be discussed.
- Subjects
TEACHING methods; BEHAVIOR therapy; ABILITY; TRAINING; VERBAL behavior; EDUCATIONAL outcomes
- Publication
Behavioral Interventions, 2021, Vol 36, Issue 3, p697
- ISSN
1072-0847
- Publication type
Article
- DOI
10.1002/bin.1784