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An evaluation of prompting procedures in error correction for children with autism
Behavioral Interventions ( IF 1.269 ) Pub Date : 2020-08-14 , DOI: 10.1002/bin.1733
Chengan Yuan 1 , Jing Zhu 2
Affiliation  

Error correction is a common instructional strategy for children with autism spectrum disorder (ASD). As prompts are ubiquitous in error correction, we compared the effects of error correction with two prompting procedures (i.e., echoic and picture prompts) for four children with ASD. We used an adapted alternating treatments design embedded in a multiple baseline across participants design. Two comparisons were included to assess whether the relative effects of the arrangements would correspond and replicate within each participant. The results showed that error correction with picture prompt seemed to have produced faster mastery across the two comparisons. Our findings suggest that the various prompting procedure may result in differentiated error‐correction effects. Practitioners may consider assessing the relative effects of error‐correction procedures during treatment selection.

中文翻译:

对自闭症儿童进行错误纠正的提示程序的评估

纠错是自闭症谱系障碍(ASD)儿童的常见教学策略。由于提示在纠错中无处不在,因此我们将纠错的效果与四个提示程序(即回声和图片提示)对四个ASD儿童的效果进行了比较。我们在参与者设计中使用了嵌入多个基准中的适应性交替治疗设计。包括两个比较,以评估安排的相对效果是否在每个参与者中相对应并重复。结果表明,在两次比较中,使用图片提示进行错误校正似乎可以更快地掌握。我们的发现表明,各种提示过程可能会导致差异化的纠错效果。
更新日期:2020-08-14
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