A comparison of error-correction procedures on skill acquisition during discrete-trial instruction

Regina A. Carroll, Brad T. Joachim, Claire C. St. Peter, Nicole Robinson

Research output: Contribution to journalArticlepeer-review

27 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)257-273
Number of pages17
JournalJournal of applied behavior analysis
Volume48
Issue number2
DOIs
StatePublished - Jun 1 2015

Keywords

  • attention deficit hyperactivity disorder
  • autism spectrum disorder
  • discrete-trial instruction
  • error correction
  • skill acquisition

ASJC Scopus subject areas

  • Philosophy
  • Applied Psychology
  • Sociology and Political Science

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