Previous research has incorporated instructive feedback (IF) within mastered listener-by-name trials with two children diagnosed with autism spectrum disorder (ASD). Participants in a previous study acquired the secondary targets and also demonstrated emergent responding (i.e., listener-by-feature, tact-by-feature, intraverbal, and reverse intraverbal). The current study replicated a previous study on IF with two children with ASD. Therapists conducted a series of three sessions of mastered listener-by-name trials (e.g., "Show me otter," and the participant selecting the picture of the otter) and provided IF statements for features of the target stimuli (e.g., "It lives in rivers."). We measured participants' echoic responding and required attending to the target stimulus during IF trials, and we evaluated acquisition of secondary targets and emergent responses using a concurrent multiple probe design across sets. We observed increased correct responding for secondary targets and emergent responses for the first set of stimuli with both participants. However, one participant did not engage in emergent responses for the two remaining sets. Results suggest that related verbal operant response relations of secondary targets may result after IF, but the extent of emergence may be idiosyncratic.

University peer-mentoring programs have shown to increase the retention rates of students, including students with autism spectrum disorder (ASD), and improved satisfaction with the college experience. The perceived quality of a mentee-mentor relationship may predict satisfaction with a peer-mentoring program; therefore, teaching peer mentors to engage in behaviors that could contribute to a high-quality mentee-mentor relationship may be beneficial. The current study identified target outcomes, operationally defined target behaviors, and developed a computer-based instruction (CBI) training module. The CBI training module was divided into four submodules that incorporated teaching through examples and nonexamples and discrimination training. The efficacy of each CBI submodule was evaluated using a pretest/posttest design with two mentors in a university peer-mentoring program. Results suggested that the CBI training module produced an increase in the frequency of correct responses in seven out of eight submodule posttests across both participants. The CBI training program also produced an increase in the frequency of target behaviors emitted by both participants across all submodules. These findings suggest that this CBI training module can be used to teach peer-mentors the behaviors that may improve their relationship with their mentee.