Comparison of most-to-least to error correction to teach tacting to two children diagnosed with autism

Leaf, Justin B.; Leaf, Jeremy A.; Alcalay, Aditt; Dale, Stephanie; Kassardjian, Alyne; Tsuji, Kathleen; Leaf, Ronald; Taubman, Mitchell; McEachin, John

doi:10.1080/17489539.2014.884988

Cited by 12 publications

(18 citation statements)

References 13 publications

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“…In clinical settings, teachers could easily use previously taught and mastered tacts and tacts not taught and not mastered to create the prompt hierarchy, thus potentially making the procedure relatively simple. In addition, clinicians could combine multiple alternatives with echoic prompts, as was done by Leaf et al ().…”

Section: Resultsmentioning

confidence: 99%

“…Leaf et al () described an alternative prompting procedure for teaching picture tacts. The prompt involves the teacher providing multiple possible responses, one of which is the correct response, immediately following the S D .…”

mentioning

confidence: 99%

“…Leaf et al () used both echoic and MA prompts as part of a most‐to‐least prompting system to teach tacting. The procedure started with the researcher providing a full vocal prompt, fading to multiple alternatives, and then no longer providing prompts.…”

mentioning

confidence: 99%

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Evaluation of multiple‐alternative prompts during tact training

Leaf

Townley-Cochran

Mitchell

et al. 2016

J of App Behav Analysis

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This study compared 2 methods of fading prompts while teaching tacts to 3 individuals who had been diagnosed with autism spectrum disorder (ASD). The 1st method involved use of an echoic prompt and prompt fading. The 2nd method involved providing multiple-alternative answers and fading by increasing the difficulty of the discrimination. An adapted alternating-treatments design showed that both procedures were more effective than a no-intervention control condition. Providing multiple alternatives did not increase error rates or teaching time, and better maintenance was shown for tacts taught with the multiple-alternative prompt.

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Section: Resultsmentioning

confidence: 99%

mentioning

confidence: 99%

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Evaluation of multiple‐alternative prompts during tact training

Leaf

Townley-Cochran

Mitchell

et al. 2016

J of App Behav Analysis

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“…With respect to training tact relations, for example, MTL could involve an echoic prompt (most assistive; e.g., "apple"), followed by a partial echoic prompt (e.g., "app…"), eventually leading to the removal of all prompts. Numerous studies have documented the effectiveness of MTL to develop new skills and fade the use of prompts to the desired stimulus conditions (e.g., Jerome, Frantino, & Sturmey, 2007;J. B.…”

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confidence: 99%

A randomized clinical trial of three prompting systems to teach tact relations

Cihon

Ferguson

Leaf

et al. 2019

J of App Behav Analysis

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Prompts are commonly used during discrete trial teaching for individuals diagnosed with autism spectrum disorder (ASD). Three commonly used prompting systems include constant time delay, most-to-least prompting, and flexible prompt fading. Most of the research demonstrating the effectiveness of these three prompting strategies have been completed through the use of single subject experimental designs. Some within the field of behaviorally based approaches to ASD interventions have called for more randomized clinical trials of these approaches. The purpose of the present study was to compare these 3 prompting systems to teach tact relations for 27 individuals diagnosed with ASD through a randomized clinical trial without a control group with respect to pre-post responding, generalization, sessions to mastery, and responding during teaching. Overall, minimal differences were observed across the 3 systems. The results are discussed with respect to future research and clinical application of the methods evaluated.

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“…Error correction allows for quick acquisition and gives the opportunity to the child to react independently. In error correction procedure, if the child responds incorrectly or does not response, the instructor says the response is incorrect, corrects the error and then provides the child the opportunity to respond independently (Leaf, et al, 2013) or presents the new trial (McGhan & Lerman, 2013;Smith, Mruzek, Wheat, & Hughes, 2006). Since instructor says or models the correct response, error correction aims to reduce the possibility of a child making an error in the future (Cannella-Malone, Wheaton, Pu, Tullis, & Park, 2012;Grimes, 1981;Leaf, Sheldon, & Sherman, 2010;Townley-Cochran, Leaf, Leaf, Taubman, & McEachin, 2017).…”

Section: Extended Summarymentioning

confidence: 99%

Ayrık Denemelerle Öğretim Yapılırken Kullanılan Hata Düzeltmesi Türleri

2019

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Öz Gelişimsel yetersizliği olan çocuklara farklı becerilerin öğretiminde yaygın olarak kullanılan ayrık denemelerle öğretim, ipuçlarını kullanarak doğru tepkileri artırmayı amaçlayan, doğru tepkilerin pekiştirilmesini ve yanlış tepkilerin düzeltilmesini içeren etkili bir uygulamadır. Ayrık denemelerle öğretimin temel bileşenlerinden biri, hataları düzelterek ileride bu hataların sergilenmesini azaltmayı amaçlayan hata düzeltmesidir. Hata düzeltmesi, öğretim sırasında çocuğun hata yapmasının hemen ardından, uygulamacının farklı şekillerde çocuğun hatasını düzeltmesidir. Ayrık denemelerle öğretimde hata düzeltmesi, farklı şekillerde gerçekleştirilebilmektedir. Bunlardan bazıları; sözel geribildirim ya da hata ifadesi, kısa süreli mola, doğru tepki için model olma, tek tepki tekrarı/aktif öğrenci tepkisi, çok tepki tekrarı/tekrarlanan tepki, bağımsızlaşana kadar tekrar sunma, deneme tekrarı ve türlerin bir arada kullanımıdır. Derleme biçiminde hazırlanan bu makalenin amacı uygulamacılara, ayrık denemelerle öğretim hakkında kısa bir bilgilendirme yapmak ve bir bileşen olarak hata düzeltmesinin ne olduğunu ve neden önemli olduğunu açıklamaktır. Ayrıca ayrık denemelerle öğretim yaparken sıklıkla kullanılan hata düzeltmesi türlerini tanıtmak, hata düzeltmesi türlerini akış şemaları yoluyla kavramsallaştırmak, hata düzeltmesi türlerinin nasıl kullanılacağını örneklerle anlatmak ve bu hata düzeltmesi türlerini kullanarak gerçekleştirilen araştırmalar konusunda bilgilendirme yapmaktır. Abstract Discrete trial training is an effective intervention commonly used in teaching different skills to children with developmental disabilities. It aims to increase the correct responses using prompts, reinforcements, and error correction strategies. One of the main components of the discrete trial training is error correction, which aims to reduce errors in the future by correcting errors. In error correction, the instructor corrects the child’s error using different strategies immediately after the child makes a mistake during training. There are several types of error correction strategies commonly used in discrete trial training; (a) vocal feedback or error statement, (b) a brief time-out, (c) a model for the correct response, (d) single response repetition/active student response, (e) multi-response repetition/repeated response, (f) re-present until independent, (g) remove and re-present, and (h) the combination of the strategies. The purpose of this study is to provide a brief overview of discrete trial training, to explain the error correction procedures and their importance, to introduce the types of error correction strategies used in discrete trial training, to conceptualize error correction strategies through flowcharts, to explain how to use error correction strategies, and to inform about the error correction literature.

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Comparison of most-to-least to error correction to teach tacting to two children diagnosed with autism

Cited by 12 publications

References 13 publications

Evaluation of multiple‐alternative prompts during tact training

Evaluation of multiple‐alternative prompts during tact training

A randomized clinical trial of three prompting systems to teach tact relations

Ayrık Denemelerle Öğretim Yapılırken Kullanılan Hata Düzeltmesi Türleri

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