Date of Award
Summer 6-25-2010
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Educational Psychology and Special Education
First Advisor
Paul A. Alberto
Second Advisor
Laura D. Fredrick
Third Advisor
Kathryn W. Heller
Fourth Advisor
Mary Beth Calhoon
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 design (Sindelar, Rosenberg, & Wilson, 1985) 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.
DOI
https://doi.org/10.57709/1390804
Recommended Citation
Waugh, Rebecca E., "Effects of Error Correction During Assessment Probes on the Acquisition of Sight Words for Students with Moderate Intellectual Disabilities." Dissertation, Georgia State University, 2010.
doi: https://doi.org/10.57709/1390804