Instructive feedback in ABA adds a secondary target to a learning trial while directly teaching a primary target. The learner is not required to respond to the secondary target, and the classic procedure does not deliver response-specific feedback for it. Later probes test whether learning emerged. Families should ask about target selection, presentation schedule, exposure, primary learning, secondary probes, added direct teaching, access, burden, and client experience.
Map the instructive feedback ABA trial
Record the primary instruction, required response, prompt, and consequence. Then record the secondary stimulus and statement, where it appears in the trial, and the fact that no response is required. Keep later probes separate.
Use the research definition
A research review describes instructive feedback as presenting additional secondary targets during learning trials without directly teaching them. Across three then-recent studies, some participants acquired secondary targets without direct teaching or required fewer later teaching trials.
Keep the evidence bounded
A presentation-schedule study compared continuous and intermittent secondary-target presentation with two participants and found an intermittent schedule produced the best outcome in all four within-subject comparisons. The result does not create a universal schedule.
Protect communication and participation
The Ethics Code addresses client involvement, assent when applicable, assessment, risk, and evaluation. ASHA supports continual AAC access. Secondary information should remain perceivable, accessible, and free of hidden response pressure.
A practical example
Lila is directly taught six kitchen labels. After correct primary trials, the instructor briefly presents three related tool names as secondary targets. Lila later identifies 2/3 without direct teaching. The third moves to a separately authorized teaching plan rather than being counted as learned.
Questions families can use
Which target is primary? Is a secondary response optional? Where is the information presented? How many exposures occur? Do primary outcomes change? How are later probes and direct teaching reported?
Sources
- Behavior Analyst Certification Board, BCBA Test Content Outline, 6th edition
- Nottingham, Vladescu, and Kodak, Incorporating Additional Targets Into Learning Trials for Individuals With Autism Spectrum Disorder
- Nottingham and colleagues, The Influence of Instructive Feedback Presentation Schedule
- Morton and colleagues, Emergent Control for Play Responses Following Instructive Feedback
- Behavior Analyst Certification Board, Ethics Code for Behavior Analysts
- American Speech-Language-Hearing Association, Augmentative and Alternative Communication
Finni resources
