Introduction

In today’s episode of the Behaviorist Book Club, I talk about one of my favorite—and newest—articles from The Journal of Applied Behavior Analysis (JABA). The 2025 paper by Theo Bodu and colleagues, “Evaluating Feedback Frequency Preference and Its Relation to Task Performance”, is a standout.

I explore why feedback preference matters, how task mastery affects feedback requests, and what this means for ABA supervision. I also plug CEU Streamline—my Netflix-style CEU library for ongoing professional development.

Background: Feedback in ABA and OBM

1. The Role of Feedback in Behavior Change
   Feedback is central to Behavior Skills Training, OBM interventions, and supervision, but we rarely ask trainees if they want feedback in that moment.
2. Trainee Learning Histories & Feedback Aversion
   Feedback can be aversive due to past punitive uses or public correction.
3. My Own Confession: Feedback Stung
   I used to say I liked feedback, but it hurt at first. I’ve since learned to accept and act on it, but not everyone has those skills yet.
4. Why Preference Matters
   Ignoring feedback preference risks making learning slower or more punishing than necessary.

Introducing the Study

Citation: Bodu, T., Smith, A., Lee, R., & Patel, S. (2025). Evaluating feedback frequency preference and its relation to task performance. Journal of Applied Behavior Analysis, 58(1), 35–52.

• Purpose: Examine how task difficulty and mastery affect feedback request frequency.
• Why It Matters: Too little feedback slows learning; too much can become aversive.
• Key Questions: How do feedback requests change across performance levels and after reaching mastery?

Method

• Participants: 35 psychology undergraduates (extra credit incentive).
• Tasks: Two 16-step computer puzzles with increasing difficulty.
• Procedure: After each step, participants could request feedback. Mastery = 100% accuracy for 3 sessions.
• Data: Accuracy % and feedback request % per session.

Results & Key Findings

1. Accuracy < 50%: 90–95% of steps had feedback requests.
2. 50–75% Accuracy: Feedback requests dropped to 75–80%.
3. 75–100% Accuracy: Only ~18% of steps received feedback requests.
4. Skill Preceded Preference Decline: Better performance led to fewer feedback requests.

Implications for ABA Supervision

1. Early Feedback: Provide frequent feedback early in skill acquisition.
2. Moderate Accuracy: Begin thinning feedback schedules (e.g., 70–80% of trials).
3. High Fluency: Shift from corrective to conceptual and values-based feedback.
4. After Mastery: Avoid unrequested feedback unless there's a purpose.
5. Skill Checklist: Track and rotate targets based on mastery progression.
6. Emphasize “Why”: Move from how-to feedback to consequence-based rationale.

Related ABA Research

• Bodu et al. (2025): Core study on feedback and task performance.
• Miltenberger (2012): BST framework: instructions, modeling, rehearsal, feedback.
• Baker et al. (2002): Feedback literacy and readiness to receive input.

How I’m Using These Findings

• Feedback Schedules: Heavy feedback early, tapered with increasing performance.
• Skill Mapping: Visual chart of target skills; blackout when mastered.
• Feedback Literacy: Model and teach trainees to seek helpful feedback.
• MO Check-ins: Ask trainees if feedback frequency is working for them.

CEU Streamline Plug

Don’t forget to check out CEU Streamline—an affordable, Netflix-style CEU platform with 85+ videos and new content monthly. Just $10/month.
👉 Sign up here

What’s Next?

Later this week: treatment fidelity and how to define “good enough” implementation. We’ll explore Bellg et al. (2004) and Wacker et al. (2013).

Takeaways

• Match feedback frequency to trainee performance level.
• High performance = less need for step-by-step feedback.
• Keep a dynamic list of skill targets per trainee.
• Account for feedback preference to avoid punishment.
• Teach how to ask for and use feedback as a skill.

Thanks & Next Episode Reminder

If this episode helped you, share it with a colleague, leave a review, and try the strategies with your next supervisee. Stay tuned for our discussion on fidelity next week.

References

• Bodu, T., Smith, A., Lee, R., & Patel, S. (2025). Journal of Applied Behavior Analysis, 58(1), 35–52.
• Miltenberger, R. G. (2012). Behavior Modification: Principles and Procedures (5th ed.).
• Bellg, A. J., et al. (2004). Health Psychology, 23(5), 443–451.
• Wacker, D. P., et al. (2013). Journal of Applied Behavior Analysis, 46(3), 618–635.