Prior research shows that learners have idiosyncratic responses to error-correction procedures during instruction. Thus, 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 (ASD). Results showed that the assessment identified efficacious and efficient error-correction procedures for all participants, and 1 procedure was efficient for 4 of the 5 participants. To examine the social validity of error-correction procedures, participants selected among efficacious and efficient interventions in a concurrent-chains assessment. We discuss the results in relation to prior research on error-correction procedures and current instructional practices for learners with ASD.

Autism spectrum disorder (ASD) is the fastest growing group of neurodevelopmental disorders in childhood. Earlier detection means an increased need for early intervention and other educational services. This study examined what services a sample of young children with ASD received, what variables predicted service utilization, and how satisfied parents were with the services. Sixty children (2–7 years) and their families from the Northwestern United States participated in the study. Results suggest that, on average, children received 13 hours of educational and therapeutic services per week, with younger children receiving fewer services than older children. Child age, atypical behavior, and family income predicted number of service hours received. Children’s adaptive behavior and autism symptoms did not predict service hours. Although services received were, by most standards, minimal and far below best practice recommendations, parents reported high satisfaction, especially for their toddlers and preschool-aged children. Implications and future directions are described.

Instructive feedback is a procedure in which additional, nontarget stimuli are presented during instructional trials for students with a wide array of disabilities. This preliminary investigation examined whether participant behavior during instructive feedback, including attending and echoic behavior, altered the efficacy of instructive feedback for 2 children with autism. Results showed that participant behavior during instructive feedback related to training outcomes for both participants and treatment modifications based on participant behavior influenced acquisition. Future directions of research and implications for practice are discussed.

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