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Investigating the effects of error‐correction procedures across different skill sets for children with autism
Author(s) -
Lloyd Kirsten,
Melanson Isaac J.,
Moorehouse Amelia,
Klatt Kevin P.
Publication year - 2021
Publication title -
behavioral interventions
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.605
H-Index - 34
eISSN - 1099-078X
pISSN - 1072-0847
DOI - 10.1002/bin.1775
Subject(s) - psychology , autism , systematic error , cognitive psychology , error detection and correction , developmental psychology , statistics , computer science , mathematics , algorithm
Teaching skills to children with autism, even when using known effective procedures, sometimes results in learner errors. Several error‐correction procedures have been investigated and found to be generally better than using no error‐correction across studies. The various error‐correction procedures investigated have, however, demonstrated idiosyncratic effects across participants. Although idiosyncratic effects have been consistently found across participants and studies, most of the studies have not investigated whether the results are also idiosyncratic across skills for each participant. Investigating whether results are idiosyncratic across and within participants could be important in determining what error‐correction procedures to use for each learner in applied settings. The purpose of this study was to investigate the effects of four error‐correction procedures across skill sets for children with autism. The results showed idiosyncratic effects across participants (similar to past studies) and also across skill sets within participants. The implications of these results are discussed along with recommendations for future research.