A comparison of error-correction procedures on skill acquisition during discrete-trial instruction.
Previous research supports the use of a variety of error-correction procedures to facilitate skill acquisition during discrete-trial instruction. We used an adapted alternating treatments design to compare the effects of 4 commonly used error-correction procedures on skill acquisition for 2 children with attention deficit hyperactivity disorder and 3 children with autism spectrum disorder. For all participants, multiple error-correction procedures were effective; however, 1 or 2 specific error-correction procedures led to more efficient skill acquisition for each individual. These results highlight the importance of evaluating the effectiveness and efficiency of error-correction procedures for individual learners during discrete-trial instruction. We discuss the use of discrete-trial instruction with different populations, implications for using multiple measures of procedural efficiency, and several areas for future research.
West Virginia University, Center For Excellence In Disabilities.
Regina A
RA
Carroll
West Virginia University, Center For Excellence In Disabilities.
Brad T
BT
Joachim
West Virginia University, Center For Excellence In Disabilities.
Claire C
CC
St Peter
West Virginia University, Center For Excellence In Disabilities.
Nicole
N
Robinson
D001289:Attention Deficit Disorder with Hyperactivity / Q000523:psychology*; D000067877:Autism Spectrum Disorder / Q000523:psychology*; D001521:Behavior Therapy / Q000379:methods*; D002648:Child; D002675:Child, Preschool; D005260:Female; D006801:Humans; D007858:Learning / Q000502:physiology*; D008297:Male
attention deficit hyperactivity disorder; autism spectrum disorder; discrete-trial instruction; error correction; skill acquisition