Evidence map›Paper›PMID 36618973›Full record

ArticleThe Analysis of verbal behavior2022

An Evaluation of Instructive Feedback During Mastered Demands.

Tom Cariveau, Alexandria Brown, Delanie Platt, Paige Ellington, Richelle Hurtado

Open access · greenAbstract read
In one paragraph

Article in The Analysis of verbal behavior, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
0.3field-weighted citation impact, top 40% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed, 1 citations in OpenAlex.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

5 authors at 1 institution in 1 country.

Tom CariveauDepartment of Psychology, University of North Carolina Wilmington, Wilmington, NC 28403 USA.ORCID 0000-0002-7220-3902
Alexandria BrownDepartment of Psychology, University of North Carolina Wilmington, Wilmington, NC 28403 USA.
Delanie PlattDepartment of Psychology, University of North Carolina Wilmington, Wilmington, NC 28403 USA.
Paige EllingtonDepartment of Psychology, University of North Carolina Wilmington, Wilmington, NC 28403 USA.
Richelle HurtadoDepartment of Psychology, University of North Carolina Wilmington, Wilmington, NC 28403 USA.
University of North Carolina Wilmington · US

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

The presentation of non-target stimuli during trial-based instruction is known as instructive feedback. Previous research on instructive feedback has shown that learners with developmental disabilities may acquire these additional (i.e., secondary) targets without further training. Embedding secondary targets during the review of previously mastered targets may be used to bolster instructional gains. The current study evaluated the efficacy of embedding secondary targets during maintenance sessions for a child with autism spectrum disorder. The participant's responding met the mastery criterion for two target sets presented during the consequence portion of maintenance trials. For the remaining five target sets, a more intrusive intervention was required. Additional research is needed to evaluate the conditions under which secondary targets may be acquired. Supplementary Information: The online version contains supplementary material available at 10.1007/s40616-022-00174-9.

Indexed as

instructive feedbackmastered demandssecondary targets

Identifiers

PMID36618973
PMCPMC9747992
OpenAlexW4295009461

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.