Abstract
The purpose of this study was to examine the effectiveness of two error correction (EC) procedures: modeling alone and the use of an error statement plus modeling. Utilizing an alternating treatments design nested into a multiple baseline design across participants, we sought to evaluate and compare the effects of these two EC procedures used to teach two sets of labels. Three children diagnosed with Autism Spectrum Disorder participated in this study. Results demonstrated that all participants acquired targeted labels in both EC conditions, and maintained high-levels of correct responding at follow-up. Only one participant acquired skills more quickly in the modeling alone condition. Future directions for additional research pertaining to effective and efficient EC procedures are discussed.
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