Individuals with Autism Spectrum Disorder Are Differentially Sensitive to Interference from Previous Verbal Feedback

Autor/in	Reed, Phil
Titel	Individuals with Autism Spectrum Disorder Are Differentially Sensitive to Interference from Previous Verbal Feedback
Quelle	In: Autism: The International Journal of Research and Practice, 27 (2023) 7, S.2011-2020 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Reed, Phil)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/13623613221150377
Schlagwörter	Autism Spectrum Disorders; Verbal Communication; Feedback (Response); Nonverbal Communication; Children; Learning Processes; Classification; Attention; Executive Function; Elementary School Students; Students with Disabilities; Foreign Countries; United Kingdom; Autism Diagnostic Observation Schedule; Wechsler Abbreviated Scale of Intelligence + Suchen Sie Ihr Suchwort? Autism; Autismus; Non-verbal communication; Nonverbale Kommunikation; Child; Kind; Kinder; Learning process; Lernprozess; Classification system; Klassifikation; Klassifikationssystem; Aufmerksamkeit; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Ausland; Großbritannien
Abstract	This study examined whether set-shifting ability for children with autism spectrum disorder without intellectual disability would be affected differentially by verbal or nonverbal feedback as the outcome of previous research tentatively suggests that verbal feedback may lead to slower set-shifting. Overall, 56 children participated (42 male; 14 female); 28 with a diagnosis of autism spectrum disorder (24 male) and 28 (21 male) typically developing children matched on cognitive and verbal abilities. Each group was exposed to a set-shifting task using cards varying in three dimensions. One group of typically developing children, and one group of autism spectrum disorder children, received verbal feedback on their performance, and one group received nonverbal feedback. Children with autism spectrum disorder learned an initial categorisation rule as fast as matched typically developing children. There was little difference in the impact of the type of feedback on acquisition. However, on shifting the classification rule, children with autism spectrum disorder showed slower rates of learning the new rule, relative to matched controls, which was worse when verbal feedback was used compared to nonverbal feedback. This finding has implications for the interpretations of set-shifting performance and for classroom use of feedback strategies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01