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Teaching Problem Explanations Using Instructive Feedback: A Replication and Extension

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Title: Teaching Problem Explanations Using Instructive Feedback: A Replication and Extension
Language: English
Authors: Ashley R. Gibbs, Christopher A. Tullis, Jocelyn Priester, Crysta P. Reddock
Source: Analysis of Verbal Behavior. 2024 40(2):248-270.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 23
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Descriptors: Feedback (Response), Teacher Response, Teaching Methods, Verbal Development, Verbal Learning, Teacher Student Relationship, Competency Based Education, Recall (Psychology), Retention (Psychology), Educational Strategies, Thinking Skills
DOI: 10.1007/s40616-023-00195-y
ISSN: 0889-9401
2196-8926
Abstract: Instructive feedback (IF) is a teaching strategy where extra information, or secondary targets, are presented in the consequence portion of an instructional interaction. Unlike teaching primary targets, no response is required from the learner after presentation. In the current investigation, the procedures from Tullis et al. (2017, "The Analysis of Verbal Behavior, 33"(1), 64-79) were replicated and extended to include measures of maintenance and generalization. For all participants, primary and secondary targets were acquired and maintained up to 2 months. Generalization from training to naturalistic environments was observed for two participants.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1463463
Database: ERIC
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: Instructive feedback (IF) is a teaching strategy where extra information, or secondary targets, are presented in the consequence portion of an instructional interaction. Unlike teaching primary targets, no response is required from the learner after presentation. In the current investigation, the procedures from Tullis et al. (2017, "The Analysis of Verbal Behavior, 33"(1), 64-79) were replicated and extended to include measures of maintenance and generalization. For all participants, primary and secondary targets were acquired and maintained up to 2 months. Generalization from training to naturalistic environments was observed for two participants.
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