A Comparison of Immediate Feedback Delivered Via an FM Headset versus Delayed Feedback on the Inappropriate Verbalizations of a Student with ADHD

The effects of immediate feedback (corrective feedback and specific praise) provided through a wireless headphone FM transmission system were compared to the effects of delayed feedback (corrective feedback and specific praise) on inappropriate verbalizations using a single case alternating treatments design. The participant was a 10 year-old boy with ADHD. Results indicated that inappropriate verbalizations decreased during both conditions, although the decrease was larger using the FM transmission system. ********** In-class disruptive behavior can be a hindrance to both the teacher and the students. Such disruptions may be more serious for the student with special needs. One approach to dealing with distuptive behavior is verbal feedback provided by the teacher. In this regard, O'Leary and O'Leary (1977) stated that teacher feedback must (a) be delivered contingent on the behavior to be reinforced, (b) specify the particulars of the behavior being reinforced, and (c) sound sincere. In addition to the aforementioned feedback components, it has been shown that immediate feedback is more effective than delayed feedback in increasing desirable behaviors such as teaching how to deliver positive consequences and instructional prompts (O'Reilly, Renzaglia, & Lee, 1994; O'Reilly et al., 1992). For example, Lancioni and Boelens (1996) demonstrated the efficacy of immediate computer-delivered feedback in increasing the drawing accuracy of children with mental retardation. The research on punishment also confirms the importance of immediacy. Baron, Kaufman, and Fazzini (1969) identified an orderly relationship between the immediacy of the punisher and a decrease in responding--the more immediate the punisher the greater the reduction in responding. Similar results have been found in a classroom setting--the teacher's immediate scolding of inappropriate behavior was more effective than if some time was allowed to elapse (Abramowitz & O'Leary, 1990). Unfortunately, immediate feedback within the classroom setting presents several obstacles. For example, immediate feedback necessitates the disruption of ongoing class activities. Other students observe the interaction between the teacher and student increasing the probability that other disruptions will occur thereby potentially reinforcing the student's undesirable behavior. One tactic teachers have adopted is to deal with these problems by delaying the corrective feedback (Smith, Polloway, Patton, & Dowdy, 1998). Another tactic is to have paraprofessionals deal with the problem either in the hallway or in the classroom setting itself. The potential drawbacks to the student are obvious (e.g., removal from academic activities, stigmatization of student who is pulled out). It would be more desirable if the aforementioned difficulties could be minimized, if not eliminated, when error correction procedures are implemented. One such technique is the "bug-in-the-ear" device. This technique involves the use of a hearing-aid earphone that receives an FM transmitted signal (Miklich, 1975; Schwitzgebel & Bird, 1970). In addition to minimizing disruption and providing immediate feedback, the use of electronic instrumentation, such as the bug-in-the-ear device, can be used when individuals are not trained in complex intervention techniques (Coleman, 1970). Studies using the bug-in-the-ear device fall into one of three categories. One area of focus is on providing immediate and corrective feedback to counseling trainees with the overall aim of increasing clinical intervention skills (e.g., Gallant, Thyer, & Bailey, 1991; Hunt, 1980; McClure & Vriend, 1976). A second group of participants with whom the bug-in-the-ear technique has been used are parents who are provided immediate and corrective feedback when role-playing or dealing directly with their children; the focus is on increasing desirable parenting skills (Crimmins, Bradlyn, St. …