Teaching skills to children with autism, even when using known effective procedures, sometimes results in learner errors. Several error‐correction procedures have been investigated and found to be generally better than using no error‐correction across studies. The various error‐correction procedures investigated have, however, demonstrated idiosyncratic effects across participants. Although idiosyncratic effects have been consistently found across participants and studies, most of the studies have not investigated whether the results are also idiosyncratic across skills for each participant. Investigating whether results are idiosyncratic across and within participants could be important in determining what error‐correction procedures to use for each learner in applied settings. The purpose of this study was to investigate the effects of four error‐correction procedures across skill sets for children with autism. The results showed idiosyncratic effects across participants (similar to past studies) and also across skill sets within participants. The implications of these results are discussed along with recommendations for future research.

中文翻译：

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研究错误纠正程序对自闭症儿童不同技能的影响

即使使用已知的有效程序，对自闭症儿童的教学技巧有时也会导致学习者错误。已经研究了几种错误校正程序，这些方法通常比研究中不使用任何错误校正方法要好。但是，所研究的各种错误纠正程序已证明了参与者之间的特质效应。尽管在参与者和研究中一直发现特质效应，但是大多数研究尚未调查结果是否对于每个参与者的技能也都特质。调查结果是否在参与者之间和参与者内部是特质的，这对于确定在应用设置中为每个学习者使用哪种纠错程序很重要。这项研究的目的是研究自闭症儿童跨技能设置的四种错误纠正程序的效果。结果表明，参与者之间的特质效应（类似于过去的研究）以及参与者内部的技能集也是如此。讨论了这些结果的含义以及对未来研究的建议。