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

Plaisance, Lauren; Lerman, Dorothea C.; Laudont, Courtney; Wu, Wai-Ling

doi:10.1002/jaba.292

Cited by 17 publications

(14 citation statements)

References 16 publications

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“…Second, it is unclear how to systematically discern an optimal I/C ratio 2 Due to the wide variety of DTT arrangements and characteristics that might complement the disequilibrium approach (e.g., error correction, prompting, prompt fading, etc. ), we refer readers to Plaisance, Lerman, Laudont, and Wu (2016) for a recent discussion on DTT algorithms involving error correction and the presentation of previously acquired responses. Baseline period = 5 min (300 s)…”

Section: Resultsmentioning

confidence: 99%

Predicting the Effects of Interventions: A Tutorial on the Disequilibrium Model

Jacobs

Morford²,

King

et al. 2017

Behav Analysis Practice

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The disequilibrium approach to reinforcement and punishment, derived from the probability-differential hypothesis and response deprivation hypothesis, provides a number of potentially useful mathematical models for practitioners. The disequilibrium approach and its accompanying models have proven effective in the prediction and control of behavior, yet they have not been fully espoused and integrated into clinical practice. The purpose of this tutorial is to detail the disequilibrium approach and adapt its mathematical models for use as a tool in applied settings. The disequilibrium models specify how to arrange contingencies and predict the effects of those contingencies. We aggregate these models, and provide them as a single tool, in the form of a Microsoft Excel® spreadsheet that calculates the direction and magnitude of behavior change based on baseline measures and a practitioner's choice of intervention parameters. How practitioners take baseline measures and select intervention parameters in accordance with disequilibrium models is explicated. The proposed tool can be accessed and downloaded for use at https://osf.io/ knf7x/.

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Section: Resultsmentioning

confidence: 99%

Predicting the Effects of Interventions: A Tutorial on the Disequilibrium Model

Jacobs

Morford²,

King

et al. 2017

Behav Analysis Practice

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“…If the child responds correctly after the re-presented discriminative stimulus and prompt, the instructor praises to the child and presents the new trial. If the child responds incorrectly or does not respond after the re-presented discriminative stimulus and prompt, the instructor presents directly to the new trial (Carroll et al, 2015;Plaisance, Lerman, Laudont, & Wu, 2016).…”

Section: Sonuçmentioning

confidence: 99%

Ayrık Denemelerle Öğretim Yapılırken Kullanılan Hata Düzeltmesi Türleri

2019

TRSPED

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Öz Gelişimsel yetersizliği olan çocuklara farklı becerilerin öğretiminde yaygın olarak kullanılan ayrık denemelerle öğretim, ipuçlarını kullanarak doğru tepkileri artırmayı amaçlayan, doğru tepkilerin pekiştirilmesini ve yanlış tepkilerin düzeltilmesini içeren etkili bir uygulamadır. Ayrık denemelerle öğretimin temel bileşenlerinden biri, hataları düzelterek ileride bu hataların sergilenmesini azaltmayı amaçlayan hata düzeltmesidir. Hata düzeltmesi, öğretim sırasında çocuğun hata yapmasının hemen ardından, uygulamacının farklı şekillerde çocuğun hatasını düzeltmesidir. Ayrık denemelerle öğretimde hata düzeltmesi, farklı şekillerde gerçekleştirilebilmektedir. Bunlardan bazıları; sözel geribildirim ya da hata ifadesi, kısa süreli mola, doğru tepki için model olma, tek tepki tekrarı/aktif öğrenci tepkisi, çok tepki tekrarı/tekrarlanan tepki, bağımsızlaşana kadar tekrar sunma, deneme tekrarı ve türlerin bir arada kullanımıdır. Derleme biçiminde hazırlanan bu makalenin amacı uygulamacılara, ayrık denemelerle öğretim hakkında kısa bir bilgilendirme yapmak ve bir bileşen olarak hata düzeltmesinin ne olduğunu ve neden önemli olduğunu açıklamaktır. Ayrıca ayrık denemelerle öğretim yaparken sıklıkla kullanılan hata düzeltmesi türlerini tanıtmak, hata düzeltmesi türlerini akış şemaları yoluyla kavramsallaştırmak, hata düzeltmesi türlerinin nasıl kullanılacağını örneklerle anlatmak ve bu hata düzeltmesi türlerini kullanarak gerçekleştirilen araştırmalar konusunda bilgilendirme yapmaktır. Abstract Discrete trial training is an effective intervention commonly used in teaching different skills to children with developmental disabilities. It aims to increase the correct responses using prompts, reinforcements, and error correction strategies. One of the main components of the discrete trial training is error correction, which aims to reduce errors in the future by correcting errors. In error correction, the instructor corrects the child’s error using different strategies immediately after the child makes a mistake during training. There are several types of error correction strategies commonly used in discrete trial training; (a) vocal feedback or error statement, (b) a brief time-out, (c) a model for the correct response, (d) single response repetition/active student response, (e) multi-response repetition/repeated response, (f) re-present until independent, (g) remove and re-present, and (h) the combination of the strategies. The purpose of this study is to provide a brief overview of discrete trial training, to explain the error correction procedures and their importance, to introduce the types of error correction strategies used in discrete trial training, to conceptualize error correction strategies through flowcharts, to explain how to use error correction strategies, and to inform about the error correction literature.

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“…Similarly, researchers should consider other definitions of efficiency (e.g., promoting greater generalization; see Wolery et al, ) and whether certain procedures might meet these definitions, despite requiring more exposures to mastery. For example, error correction that includes embedding mastered tasks (see Plaisance, Lerman, Laudont, & Wu, ) may promote greater maintenance, despite requiring similar or greater number of trials to mastery. Additional consideration might be given to procedures that are efficacious, but less efficient.…”

Section: Future Researchmentioning

confidence: 99%

A review of error correction procedures during instruction for children with developmental disabilities

Cariveau

Montilla

Gonzalez

et al. 2018

J of App Behav Analysis

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Error correction procedures are remedial strategies presented following an incorrect response that increases the probability that a correct response will occur in the future. Error correction is commonly used during skill acquisition programs for children with developmental disabilities; however, the specific strategy used may differ considerably. Recent comparative studies have examined the effect of numerous error correction procedures on the efficiency of acquisition for children with developmental disabilities. Despite considerable merit, minor procedural differences and unique terms for similar procedures likely affect comparisons across studies. Here, we clarify the procedures and findings of these studies and suggest areas of future research.Note. The number of participants in each study whose responding met the mastery criterion in the fewest number of exposures, over the number of participants exposed to the condition is shown in parentheses. Participants with inconclusive findings across sets are not reported.

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

Cited by 17 publications

References 16 publications

Predicting the Effects of Interventions: A Tutorial on the Disequilibrium Model

Predicting the Effects of Interventions: A Tutorial on the Disequilibrium Model

Ayrık Denemelerle Öğretim Yapılırken Kullanılan Hata Düzeltmesi Türleri

A review of error correction procedures during instruction for children with developmental disabilities

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