Inserting mastered targets during error correction when teaching skills to children with autism

Journal of Applied Behavior Analysis
Lauren PlaisanceWai-Ling Wu

Abstract

Research has identified a variety of effective approaches for responding to errors during discrete-trial training. In one commonly used method, the therapist delivers a prompt contingent on the occurrence of an incorrect response and then re-presents the trial so that the learner has an opportunity to perform the correct response independently. Some authors recommend inserting trials with previously mastered targets between the prompted response and opportunities to respond independently, but no studies have directly examined the benefits of this approach. In this study, we manipulated the placement of trials with mastered targets during discrete-trial training to compare the effectiveness of error correction with and without this recommended insertion procedure. Four children with autism participated, and each was taught 18 targets across 3 target sets. Results indicated that embedding trials with mastered targets into error correction may not confer benefits for most children and that doing so may lead to less efficient instruction.

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Citations

Jan 14, 2017·Journal of Applied Behavior Analysis·Gregory P Hanley
Nov 24, 2018·Journal of Applied Behavior Analysis·Tom CariveauSydney Ball
Jun 21, 2017·Behavior Analysis in Practice·Kenneth W JacobsLinda J Hayes
Feb 7, 2020·Psicologia, Reflexão E Crítica : Revista Semestral Do Departamento De Psicologia Da UFRGS·Ana Carolina Cabral CarneiroCarlos Barbosa Alves de Souza
Jul 24, 2020·The Analysis of Verbal Behavior·Justin B LeafJohn McEachin

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