Journal article 398 views 164 downloads
Individuals with autism spectrum disorder are differentially sensitive to interference from previous verbal feedback
Phil Reed 
Autism, Volume: 27, Issue: 7, Pages: 2011 - 2020
Swansea University Author:
Phil Reed
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DOI (Published version): 10.1177/13623613221150377
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....
| Published in: | Autism |
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| ISSN: | 1362-3613 1461-7005 |
| Published: |
SAGE Publications
2023
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| Online Access: |
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| URI: | https://cronfa.swan.ac.uk/Record/cronfa62462 |
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| 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. |
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| Keywords: |
Autism spectrum disorder; nonverbal feedback; set-shifting; verbal feedback |
| College: |
Faculty of Medicine, Health and Life Sciences |
| Issue: |
7 |
| Start Page: |
2011 |
| End Page: |
2020 |