Previous research comparing the effectiveness of error-correction procedures has involved lengthy assessments that may not be practical in applied settings. We used an abbreviated assessment to compare the effectiveness of five error-correction procedures for four children with autism spectrum disorder or a developmental delay. During the…

Research on tact acquisition by children with autism spectrum disorder (ASD) has often focused on teaching participants to tact visual stimuli. It is important to evaluate procedures for teaching tacts of nonvisual stimuli (e.g., olfactory, tactile). The purpose of the current study was to extend the literature on secondary target instruction and…

The Performance Diagnostic Checklist-Human Services (PDC-HS) has been used to assess variables contributing to undesirable staff performance. In this study, three preschool teachers completed the PDC-HS to identify the factors contributing to four paraprofessionals' inaccurate implementation of error-correction procedures during discrete trial…

Using a multiple probe design across responses, we demonstrated the effectiveness of intensive intervention in establishing spontaneous verbal responses to 2 3-year-old children with autism with generalization to novel settings involving novel persons. Intervention involved discrete-trial instruction (i.e., repeated instructional opportunities…

A great deal is known about the effects of positive reinforcement on response acquisition; by contrast, much less research has been conducted on contingencies applied to errors. We examined the effects of response repetition as an error-correction procedure on the sight-word reading performance of 11 adults with developmental disabilities. Study 1…