We conducted a component analysis of skill acquisition consequences for correct and incorrect responses. In the learn unit (LU) condition, researchers praised correct responses and implemented a correction procedure contingent on incorrect responses. In the praise-only-for-correct-responses (PC) condition, researchers delivered contingent praise…

In the study, we compared the effectiveness and efficiency of two error correction (EC) procedures --a model of the correct response (MoCR) and remove and re-present (RRp)--when using discrete trial training (DTT) in teaching to identify the community signs to children with autism spectrum disorder. We also examined the maintenance and…

This study examined if listener behavior and responding by exclusion would emerge after training 3 participants with autism to tact stimuli. Tacts for 2 of 3 stimuli were directly trained using discrete trial training methodology and were followed by an auditory-visual discrimination probe in which auditory-visual discrimination by naming (i.e.,…

The purpose of this study was to examine pre-service teachers' treatment integrity (TI) in the use of constant time delay (CTD) and simultaneous prompting (SP) while teaching discrete and chained behaviours. A descriptive research design was used. A total of 28 pre-service special education teachers (16 females and 12 males), whose ages ranged…

Heterogeneity of treatment response is common in children with autism spectrum disorder. Thus, many providers vary the intervention used based on child characteristics and learning domain. An improved understanding of how to match treatments to different children and domain areas may enhance efforts to individualize treatment and improve treatment…

Response-prompting procedures are a form of systematic direct instruction based on the principles of ABA. Researchers have identified six specific and distinct response-prompting procedures for teaching both academic and functional skills: (1) graduated guidance; (2) most-to-least prompting; (3) system of least prompts; (4) progressive time delay;…

Research has identified a variety of effective approaches for responding to errors during discrete-trial training. In one commonly used method, the therapist delivers a prompt contingent on the occurrence of an incorrect response and then re-presents the trial so that the learner has an opportunity to perform the correct response independently.…

We taught 4 participants with autism to discriminate between the reinforced and nonreinforced responses of an adult model and evaluated the effectiveness of this intervention using a multiple baseline design. During baseline, participants were simply exposed to adult models' correct and incorrect responses and the respective consequences of each.…

Precision teaching (PT) is an instructional method that aims to build fluent responding, characterized by accuracy and speed. Fluent behavior is associated with enhanced skill retention and maintenance, endurance, stability, and easy application to novel settings and stimuli. The current paper presents a systematic review of the extant literature…

With rigor outlined in state and Common Core standards and the addition of constructed-response test items to most state tests, math constructed-response questions have become increasingly popular in today's classroom. Although constructed-response problems can present a challenge for students, they do offer a glimpse of students' learning through…

The most researched and effective practice for instructing children with Autism Spectrum Disorder (ASD) is applied behavior analysis (ABA; Baer, Wolf, & Risley, 1968; Reichow, 2012; Smith & Eikeseth, 2011; Virués-Ortega, 2010). ABA is a scientific approach to systematic instruction, data collection, and data analysis based on observable…

A multiple probe design across behaviors replicated across participants was used to examine the effects of a simultaneous prompting procedure delivered along with instructive feedback and observational learning stimuli when teaching academic skills to a small group of students with ASD. Different target skills were taught to each student in the…

Research suggests that school-aged individuals with intellectual disabilities (ID) tend to be less physically active than their typically developing peers (e.g., Shields, King, Corbett, & Imms, 2014). While these students can be successful in acquiring motor and sport-related skills during physical education, they tend not to use those skills…

Research has shown that video and live modeling are both effective in teaching new skills to children with autism. An adapted alternating treatments design was used to compare the effectiveness and efficiency of video and live modeling in teaching response chains to three children with autism. Each child was taught two chained skills; one skill…

Understanding text can increase access to educational, vocational, and recreational activities for individuals with autism spectrum disorder (ASD); however, limited research has been conducted investigating instructional practices to remediate or compensate for these comprehension challenges. The current comprehensive literature review expanded…