Examination of efficacious, efficient, and socially valid error-correction procedures to teach sight words and prepositions to children with autism spectrum disorder

Prior research shows that learners have idiosyncratic responses to error-correction procedures during instruction

Tiffany Kodak; Vincent Campbell; Samantha Bergmann; Brittany LeBlanc; Eva Kurtz-Nelson; Tom Cariveau; Shaji Haq; Patricia Zemantic; Jacob Mahon

2016

Scholarcy highlights

  • Prior research shows that learners have idiosyncratic responses to error-correction procedures during instruction
  • Assessments that identify error-correction strategies to include in instruction can aid practitioners in selecting individualized, efficacious, and efficient interventions
  • The current investigation conducted an assessment to compare 5 error-correction procedures that have been evaluated in the extant literature and are common in instructional practice for children with autism spectrum disorder
  • We discuss the results in relation to prior research on error-correction procedures and current instructional practices for learners with ASD

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