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Direct linkIsenhower, Robert W.; Delmolino, Lara; Fiske, Kate E.; Bamond, Meredith; Leaf, Justin B. – Journal of Behavioral Education, 2018
Research generally supports the use of error-correction procedures that require active student responses (ASRs). However, some recent research suggests that requiring ASRs after errors is not always advantageous for individuals with autism spectrum disorder (ASD). We examined acquisition in a receptive identification task for two learners with ASD…
Descriptors: Error Correction, Autism, Pervasive Developmental Disorders, Task Analysis
