We thank JoAnna Jones for her assistance in conducting sessions and collecting data and Brandt Kail for his assistance with data collection.
An assessment of error-correction procedures for learners with autism
Article first published online: 12 AUG 2013
© Society for the Experimental Analysis of Behavior
Journal of Applied Behavior Analysis
Volume 46, Issue 3, pages 626–639, Fall 2013
How to Cite
McGhan, A. C. and Lerman, D. C. (2013), An assessment of error-correction procedures for learners with autism. Jnl of Applied Behav Analysis, 46: 626–639. doi: 10.1002/jaba.65
- Issue published online: 3 SEP 2013
- Article first published online: 12 AUG 2013
- Manuscript Accepted: 24 APR 2013
- Manuscript Received: 28 NOV 2012
- conditional discrimination;
- error correction
Prior research indicates that the relative effectiveness of different error-correction procedures may be idiosyncratic across learners, suggesting the potential benefit of an individualized assessment prior to teaching. In this study, we evaluated the reliability and utility of a rapid error-correction assessment to identify the least intrusive, most effective procedure for teaching discriminations to 5 learners with autism. The initial assessment included 4 commonly used error-correction procedures. We compared the total number of trials required for the subject to reach the mastery criterion under each procedure. Subjects then received additional instruction with the least intrusive procedure associated with the fewest number of trials and 2 less effective procedures from the assessment. Outcomes of the additional instruction were consistent with those from the initial assessment for 4 of 5 subjects. These findings suggest that an initial assessment may be beneficial for identifying the most appropriate error-correction procedure.