This study evaluated the effects of error correction procedures on sight word acquisition. Participants were four typically developing children in kindergarten and first grade. We used an adapted alternating treatment design embedded within a multiple baseline design to evaluate instructional efficacy of two error correction procedures; one with preferred items plus error correction and one with error correction only, and a concurrent chain schedule to evaluate participant preference for instructional procedure. The results show that there was no difference in acquisition rates between the procedures. The evaluation also showed children prefer procedures that include a positive reinforcement component.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc700064 |
| Date | 12 1900 |
| Creators | Maillard, Gloria Nicole |
| Contributors | Toussaint, Karen A., Rosales-Ruiz, Jesus, Smith, Richard G. (Richard Gordon), 1956- |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | v, 23 pages : illustration, Text |
| Rights | Public, Maillard, Gloria Nicole, Copyright, Copyright is held by the author, unless otherwise noted. All rights reserved. |
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