ABSTRACT
The presentation of non-target stimuli during trial-based instruction is known as instructive feedback. Previous research on instructive feedback has shown that learners with developmental disabilities may acquire these additional (i.e., secondary) targets without further training. Embedding secondary targets during the review of previously mastered targets may be used to bolster instructional gains. The current study evaluated the efficacy of embedding secondary targets during maintenance sessions for a child with autism spectrum disorder. The participant's responding met the mastery criterion for two target sets presented during the consequence portion of maintenance trials. For the remaining five target sets, a more intrusive intervention was required. Additional research is needed to evaluate the conditions under which secondary targets may be acquired. Supplementary Information: The online version contains supplementary material available at 10.1007/s40616-022-00174-9.
