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ERIC Number: EJ908328
Record Type: Journal
Publication Date: 2011
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0891-4222
EISSN: N/A
Effects of Error Correction during Assessment Probes on the Acquisition of Sight Words for Students with Moderate Intellectual Disabilities
Waugh, Rebecca E.; Alberto, Paul A.; Fredrick, Laura D.
Research in Developmental Disabilities: A Multidisciplinary Journal, v32 n1 p47-57 Jan-Feb 2011
Simultaneous prompting is an errorless learning strategy designed to reduce the number of errors students make; however, research has shown a disparity in the number of errors students make during instructional versus probe trials. This study directly examined the effects of error correction versus no error correction during probe trials on the effectiveness and efficiency of simultaneous prompting on the acquisition of sight words by three middle school students with moderate intellectual disabilities. A single-case adapted alternating treatments (Sindelar, Rosenberg, & Wilson, 1985) embedded in a multiple baseline across word sets design was employed to examine the effects of error correction during probe trials in order to reduce error rates. A functional relation was established for two of the three students for the use of error correction during probe sessions to reduce error rates. Error correction during assessment probes required fewer sessions to criterion, resulted in fewer probe errors, resulted in a higher percentage of correct responding on the next subsequent trial, and required less total probe time. For two of the three students, probes with error correction resulted in a more rapid acquisition rate requiring fewer sessions to criterion. (Contains 2 tables and 3 figures.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A070144