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| Effective Error Correction Strategies and their Relative Preference for Children with Autism in Discrete Trial Training |
| Monday, May 25, 2009 |
| 10:30 AM–11:50 AM |
| North 126 |
| Area: AUT/VBC; Domain: Applied Behavior Analysis |
| Chair: Michelle Turan (University of Windsor) |
| CE Instructor: Amy Kenzer, Ph.D. |
| Abstract: Four studies will be presented regarding the effectiveness and preference for error correction in discrete trial training for children with autism. Error correction procedures have been researched insufficiently in the literature, yet clinical practice includes daily adherence to particular procedures. The purpose of the studies in this symposium is to examine the relative effectiveness of one error correction procedure for several children using receptive language tasks, subsequently with tacting responses. The relative preference for the error correction procedures will be assessed in the final study to examine whether an inverse relation exists. |
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| Investigating the Use of an Independent Probe Trial following Error Correction in Discrete Trial Teaching |
| Natalie P. Croteau (Surrey Place), Lianne M. Moroz (Surrey Place Centre), Michelle Turan (University of Windsor), NATALIE P. CROTEAU (Surrey Place) |
| Abstract: This study will examine the effectiveness of a post-error distractor trial and probe for a child with autism. This method is seen and practiced in clinical settings in Ontario, yet there is no existing empirical support. The child will be taught to receptively identify novel flashcards and errors that are made during the teaching will result in one of two prompting procedures. The study will follow an across session alternating treatments design. A re-administration of the task with a higher level of prompting and then move to the next trial (in an interspersed data presentation) compared with a re-administration of the task with a higher level of prompting, followed by an immediate distractor trial, and then a test trial with prompts removed. The effectiveness of the prompting procedure will be measured by trials to criterion. The most effective procedure is to be replicated in the final phase. Data is to be collected although organizational approval has been received. |
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| A Replication of an Error Correction Effectiveness Study |
| Michelle Turan (University of Windsor), Lianne M. Moroz (Surrey Place Centre), Natalie P. Croteau (Surrey Place), MICHELLE TURAN (University of Windsor) |
| Abstract: This study will examine the effectiveness of a post-error distractor trial and probe for 6 children with autism. This study is a replication of an earlier study conducted previously. The children will be taught to receptively identify novel flashcards and errors that are made during the teaching will result in one of two prompting procedures. The study will follow an across session alternating treatments design. A re-administration of the task with a higher level of prompting and then move to the next trial (in an interspersed data presentation) compared with a re-administration of the task with a higher level of prompting, followed by an immediate distractor trial, and then a test trial with prompts removed. The effectiveness of the prompting procedure will be measured by trials to criterion. The most effective procedure is to be replicated in the final phase. Data is to be collected although organizational approval has been received. |
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| Effectiveness of Error Correction Strategies in Tact Training |
| LIANNE M. MOROZ (Surrey Place Centre), Michelle Turan (University of Windsor), Natalie P. Croteau (Surrey Place) |
| Abstract: This study will examine 2 different error correction procedures during tact training with 6 children with autism. The children will be taught to tact unknown items and will be provided with 1 of 2 error correction procedures presented across sessions in an alternating treatments design. A re-administration of the task with a higher level of prompting and then a move to the next trial (in an interspersed data presentation) compared with a re-administration of the task with a higher level of prompting, followed by an immediate distractor trial, and then a test trial with prompts removed. The effectiveness of the prompting procedure will be measured by trials to criterion. The procedure that is demonstrated to be effective for each individual child will be re-presented in a final phase. The effects of the error correction procedure on in-session behaviour will also be examined and discussed. |
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| Preference for Error Correction: An Examination of an Expected Inverse Relationship |
| MICHELLE TURAN (University of Windsor), Natalie P. Croteau (Surrey Place), Lianne M. Moroz (Surrey Place Centre) |
| Abstract: The final study will examine the preference of the error correction methods in relation to its effectiveness for 6 children with autism. This study will be conducted by signaling the use of one error correction method versus another prior to instructional delivery. The signaling exposure will be instituted in the baseline phase. Treatment sessions will involve choice for error correction method. A within-session alternating treatments design will be used to measure the relative preference of error correction procedures, by allowing the child to choose the error correction procedures throughout the session. The relative preferences will then be compared to individual student’s success with the particular strategy. Implications for the results in terms of the preference of individual participants and their relative effectiveness in correcting behaviour will be discussed. |
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