The effect of self-controlled feedback on learning of moving linear positioning task of 20 years old adults with Autism disorder spectrum in Hamadan city

The aim of the present study was survey the effect of self-controlled feedback on learning of moving linear positioning task of 20 years old adults with Autism disorder spectrum in Hamadan city. The subjects of the study included 20 adults who suffered with Autism disorder spectrum in Hamadan city that assigned randomly to self-controlled and yoked groups and practiced moving linear positioning task with eyes closed. During acquisition phase, we gave qualitative verbal feedback to our self- controlled group, in the same time the yoked group replicated the feedback schedules of their counterparts in self-controlled group without any choice. After 24 hours the participants performed retention test which included performing 10 trials without receiving any feedback. The analysis of data with ANOVA, repeated measure and T test showed that, in acquisition phase, differences between self-controlled feedback and yoked groups was not significant but it was significant in retention test (p≤ 0.05). These finding confirm that self-controlled feedback even in adults with genetically disorder due to more active involvement in learning process and increase of motivation is more beneficial for learning