EFFECTS OF IMMEDIATE SELF‐CORRECTION, DELAYED SELF‐CORRECTION, AND NO CORRECTION ON THE ACQUISITION AND MAINTENANCE OF MULTIPLICATION FACTS BY A FOURTH‐GRADE STUDENT WITH LEARNING DISABILITIES

Abstract

This study compared the effects of immediate self-correction, delayed self-correction, and no correction on the acquisition and maintenance of multiplication facts by a fourth-grade student with learning disabilities. Data from daily and maintenance tests indicated that both correct response rate and accuracy were higher when self-correction was immediate rather than delayed or absent.