When instructive feedback does not produce learning, verify valid exposure, perceptual and language access, target relevance, presentation schedule, partner delivery, primary-task demand, and probe quality. The secondary target may need more exposure, a different format, or direct teaching, and it may be a poor priority. Preserve primary learning and client experience. A missed secondary probe is information about this arrangement, rather than a reason to add hidden prompts or correction.
Review an instructive feedback learning problem
Check planned and valid exposures per target, stimulus clarity, language level, AAC vocabulary, sensory and motor access, presentation timing, partner fidelity, delays, and the independent probe. Ask the person what they noticed or understood.
Protect the primary lesson
If secondary information lengthens trials, distracts from the primary target, or increases distress, reduce or stop it while the team reviews. Secondary efficiency never justifies weaker direct teaching or a less accessible session.
Use evidence without a promise
The review found that some participants learned secondary targets and others needed fewer later teaching trials. The schedule study found presentation interval mattered in its comparisons. Neither predicts individual emergence.
Choose the next route
The Ethics Code addresses assessment, client involvement, assent when applicable, risk, and evaluation. ASHA supports continual communication access. The BACB outline covers data-based teaching changes.
A practical example
Zane receives eight valid exposures to each of four secondary targets and scores 0/4 on independent probes. Primary accuracy remains strong, but Zane reports the statements are too fast. The team slows presentation and retests before deciding whether direct teaching fits.
Questions families can use
Was exposure valid and sufficient? Could the person perceive and understand the information? Did the primary task compete? Was the probe accessible? Is the target important enough for direct teaching?
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
