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Individuals with autism spectrum disorder are differentially sensitive to interference from previous verbal feedback

Phil Reed Orcid Logo

Autism, Volume: 27, Issue: 7, Pages: 2011 - 2020

Swansea University Author: Phil Reed Orcid Logo

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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....

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Published in: Autism
ISSN: 1362-3613 1461-7005
Published: SAGE Publications 2023
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URI: https://cronfa.swan.ac.uk/Record/cronfa62462
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spelling v2 62462 2023-01-27 Individuals with autism spectrum disorder are differentially sensitive to interference from previous verbal feedback 100599ab189b514fdf99f9b4cb477a83 0000-0002-8157-0747 Phil Reed Phil Reed true false 2023-01-27 HPS 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. Journal Article Autism 27 7 2011 2020 SAGE Publications 1362-3613 1461-7005 Autism spectrum disorder; nonverbal feedback; set-shifting; verbal feedback 1 10 2023 2023-10-01 10.1177/13623613221150377 http://dx.doi.org/10.1177/13623613221150377 COLLEGE NANME Psychology COLLEGE CODE HPS Swansea University Not Required 2023-10-03T10:43:35.0241451 2023-01-27T12:20:48.6451428 Faculty of Medicine, Health and Life Sciences School of Psychology Phil Reed 0000-0002-8157-0747 1 62462__26517__a8d0dbcd843c497083704281b0625d01.pdf 62462.pdf 2023-02-09T16:41:21.8818155 Output 211355 application/pdf Accepted Manuscript true true eng
title Individuals with autism spectrum disorder are differentially sensitive to interference from previous verbal feedback
spellingShingle Individuals with autism spectrum disorder are differentially sensitive to interference from previous verbal feedback
Phil Reed
title_short Individuals with autism spectrum disorder are differentially sensitive to interference from previous verbal feedback
title_full Individuals with autism spectrum disorder are differentially sensitive to interference from previous verbal feedback
title_fullStr Individuals with autism spectrum disorder are differentially sensitive to interference from previous verbal feedback
title_full_unstemmed Individuals with autism spectrum disorder are differentially sensitive to interference from previous verbal feedback
title_sort Individuals with autism spectrum disorder are differentially sensitive to interference from previous verbal feedback
author_id_str_mv 100599ab189b514fdf99f9b4cb477a83
author_id_fullname_str_mv 100599ab189b514fdf99f9b4cb477a83_***_Phil Reed
author Phil Reed
author2 Phil Reed
format Journal article
container_title Autism
container_volume 27
container_issue 7
container_start_page 2011
publishDate 2023
institution Swansea University
issn 1362-3613
1461-7005
doi_str_mv 10.1177/13623613221150377
publisher SAGE Publications
college_str Faculty of Medicine, Health and Life Sciences
hierarchytype
hierarchy_top_id facultyofmedicinehealthandlifesciences
hierarchy_top_title Faculty of Medicine, Health and Life Sciences
hierarchy_parent_id facultyofmedicinehealthandlifesciences
hierarchy_parent_title Faculty of Medicine, Health and Life Sciences
department_str School of Psychology{{{_:::_}}}Faculty of Medicine, Health and Life Sciences{{{_:::_}}}School of Psychology
url http://dx.doi.org/10.1177/13623613221150377
document_store_str 1
active_str 0
description 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.
published_date 2023-10-01T10:43:36Z
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score 11.012678

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