title: Effects of immediate self-correction, delayed self-correction, and no correction on the acquisition and maintenance of multiplication facts by a fourth-grade student with learning disabilities.
abstract: This study compared the effects of immediate self-correction, delayed self-correction, and no correction on the acquisition and maintenance of multiplication facts by a fourth-grade student with learning disabilities. Data from daily and maintenance tests indicated that both correct response rate and accuracy were higher when self-correction was immediate rather than delayed or absent.
authors.affiliation: Center for Educational Studies and Services, Plattsburgh State University of New York 12901, USA.
authors.forename: K
authors.initials: K
authors.lastname: Bennett
authors.forename: R A
authors.initials: RA
authors.lastname: Cavanaugh
mesh_terms: D002648:Child; D004519:Education, Special / Q000379:methods*; D005260:Female; D006801:Humans; D007721:Knowledge of Results, Psychological; D007859:Learning Disabilities / Q000534:rehabilitation*; D008433:Mathematics; D012055:Reinforcement Schedule; D013663:Teaching / Q000379:methods*