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EFFECTS OF IMMEDIATE AND DELAYED ERROR CORRECTION ON THE ACQUISITION AND MAINTENANCE OF SIGHT WORDS BY STUDENTS WITH DEVELOPMENTAL DISABILITIES

Patricia M. Barbetta, William L. Heward, Donna M. Bradley, April D. Miller

Journal of Applied Behavior Analysis · 1994 · 74 citations · 3 references

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Abstract

We compared immediate and delayed error correction during sight-word instruction with 5 students with developmental disabilities. Whole-word error correction immediately followed each error for words in the immediate condition. In the delayed condition, whole-word error correction was provided at the end of each session's three practice rounds. Immediate error correction was superior on each of the four dependent variables.

References

3

THE EFFECTS OF INTERSPERSAL TRAINING VERSUS HIGH‐DENSITY REINFORCEMENT ON SPELLING ACQUISITION AND RETENTION

Nancy A. Neef, Brian A. Iwata, Terry J. Page · Journal of Applied Behavior Analysis · 1980 · 126 citations · Full text

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EFFECTS OF ACTIVE STUDENT RESPONSE DURING ERROR CORRECTION ON THE ACQUISITION, MAINTENANCE, AND GENERALIZATION OF SIGHT WORDS BY STUDENTS WITH DEVELOPMENTAL DISABILITIES

Patricia M. Barbetta, Timothy E. Heron, William L. Heward · Journal of Applied Behavior Analysis · 1993 · 107 citations · Full text

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RELATIVE EFFECTS OF WHOLE‐WORD AND PHONETIC‐PROMPT ERROR CORRECTION ON THE ACQUISITION AND MAINTENANCE OF SIGHT WORDS BY STUDENTS WITH DEVELOPMENTAL DISABILITIES

Patricia M. Barbetta, William L. Heward, Donna M. Bradley · Journal of Applied Behavior Analysis · 1993 · 58 citations · Full text

, , +10