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Error-Correction Procedures

Error-Correction Procedures

Project Title: Comparison of error-correction procedures for teaching topography- and selection-based responses
Investigators
: May Lee, M.A. & Dr. C. T. Yu
Affiliations
: St.Amant Research Centre and Department of Psychology, University of Manitoba

Introduction

Practicing the correct response several times after an error is a common strategy for teaching functional skills to individuals with developmental disabilities. However, this teaching strategy seems to help with learning some tasks and not others.

Purpose

Our purpose is to better understand the types of tasks where error-correction helps or does not help. The researchers are comparing two procedures for teaching signing and matching skills to individuals with developmental disabilities. During the study, participants are taught to make various hand movements (e.g., touching a part of the face) and to match objects to printed words. In both teaching procedures, the teacher rewards each correct response and provides verbal feedback immediately following each error. In one procedure the participant is also asked to practice the correct response 5 times; the other procedure involves no extra practice.

Significance of Study

This project is important because we’re learning how different teaching procedures may work better for different types of tasks. This should ultimately improve teaching methods for individuals with developmental disabilities.

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