Effects of Error Correction during Assessment Probes on the Acquisition of Sight Words for Students with Moderate Intellectual Disabilities

Autor/inn/en	Waugh, Rebecca E.; Alberto, Paul A.; Fredrick, Laura D.
Titel	Effects of Error Correction during Assessment Probes on the Acquisition of Sight Words for Students with Moderate Intellectual Disabilities
Quelle	In: Research in Developmental Disabilities: A Multidisciplinary Journal, 32 (2011) 1, S.47-57 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0891-4222
DOI	10.1016/j.ridd.2010.08.007
Schlagwörter	Moderate Mental Retardation; Prompting; Sight Vocabulary; Learning Strategies; Error Correction; Cues; Middle School Students; Instructional Effectiveness; Student Evaluation; Reading Skills + Suchen Sie Ihr Suchwort? Benutzerführung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Korrektur; Stichwort; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Unterrichtserfolg; Schulnote; Studentische Bewertung; Reading skill; Lesefertigkeit
Abstract	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.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10