Date of Award

7-2015

Culminating Project Type

Thesis

Degree Name

Applied Behavior Analysis: M.S.

Department

Community Psychology, Counseling and Family Therapy

College

School of Health and Human Services

First Advisor

Eric Rudrud

Second Advisor

Kimberly Schulze

Third Advisor

John Burgeson

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Abstract

Error correction research has shown that active student response is more effective in enhancing performance for specific tasks compared to a passive student response. However, specific error correction procedures such as an error statement (e.g., saying "no"), modeling the correct response, and no feedback have shown inconsistent findings due to the idiosyncratic learning nature of individuals. This study compared the effectiveness of an error statement and modeling the correct response with an active and passive student response on a matching object-to-picture task. The results found that there were no differences in the number of sessions to mastery for the exemplars taught in either of the error correction procedures for two of the three participants. This study suggests that error-correction procedures may be individualized to the learner rather than applying the same error-correction method across all children with autism.

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