کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
372168 621963 2011 11 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
Effects of error correction during assessment probes on the acquisition of sight words for students with moderate intellectual disabilities
کلمات کلیدی
موضوعات مرتبط
علوم زیستی و بیوفناوری علم عصب شناسی علوم اعصاب رفتاری
پیش نمایش صفحه اول مقاله
Effects of error correction during assessment probes on the acquisition of sight words for students with moderate intellectual disabilities
چکیده انگلیسی

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.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Research in Developmental Disabilities - Volume 32, Issue 1, January–February 2011, Pages 47–57
نویسندگان
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