Inserting mastered targets during error correction when teaching skills to children with autism

2016 ◽  
Vol 49 (2) ◽  
pp. 251-264 ◽  
Author(s):  
Lauren Plaisance ◽  
Dorothea C. Lerman ◽  
Courtney Laudont ◽  
Wai-Ling Wu
Keyword(s):  
Error Correction ◽  
Children With Autism ◽  
Teaching Skills

Investigating the effects of error‐correction procedures across different skill sets for children with autism

2021 ◽  
Author(s):  
Kirsten Lloyd ◽  
Isaac J. Melanson ◽  
Amelia Moorehouse ◽  
Kevin P. Klatt
Keyword(s):  
Error Correction ◽  
Children With Autism ◽  
Skill Sets ◽  
Error Correction Procedures

Comparison of Flexible Prompt Fading to Error Correction for Children with Autism Spectrum Disorder

2013 ◽  
Vol 26 (2) ◽  
pp. 203-224 ◽  
Author(s):  
Justin B. Leaf ◽  
Ronald Leaf ◽  
Mitchell Taubman ◽  
John McEachin ◽  
Lara Delmolino
Keyword(s):  
Autism Spectrum Disorder ◽  
Error Correction ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Prompt Fading

Error correction in discrimination training for children with autism

2006 ◽  
Vol 21 (4) ◽  
pp. 245-263 ◽  
Author(s):  
Tristram Smith ◽  
Daniel W. Mruzek ◽  
Leigh Ann Wheat ◽  
Carrie Hughes
Keyword(s):  
Error Correction ◽  
Discrimination Training ◽  
Children With Autism

Examination of efficacious, efficient, and socially valid error-correction procedures to teach sight words and prepositions to children with autism spectrum disorder

2016 ◽  
Vol 49 (3) ◽  
pp. 532-547 ◽  
Author(s):  
Tiffany Kodak ◽  
Vincent Campbell ◽  
Samantha Bergmann ◽  
Brittany LeBlanc ◽  
Eva Kurtz-Nelson ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Error Correction ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Sight Words ◽  
Error Correction Procedures

Parent training: Acquisition and generalization of discrete trials teaching skills with parents of children with autism

2007 ◽  
Vol 28 (1) ◽  
pp. 23-36 ◽  
Author(s):  
Jennifer L. Crockett ◽  
Richard K. Fleming ◽  
Karla J. Doepke ◽  
Jenny S. Stevens
Keyword(s):  
Parent Training ◽  
Children With Autism ◽  
Teaching Skills ◽  
Discrete Trials

Creating a specific tablet app for people with autism

2015 ◽  
Vol 30 (S2) ◽  
pp. S55-S56
Author(s):  
O. Bourgueil
Keyword(s):  
Social Relationship ◽  
Scientific Literature ◽  
Clinical Signs ◽  
Digital Technologies ◽  
Children With Autism ◽  
Academic Skills ◽  
Educational Interventions ◽  
Functional Approach ◽  
Teaching Skills ◽  
Principles Of Learning

“Autism” refers to a wide variety of disabilities, with numerous possible clinical signs and heterogeneous origins. Nevertheless, beyond those diverse clinical signs, a consensus exists concerning the necessity of interventions, particularly educational interventions, for people with autism . In a society such as ours, turned towards digital technologies and tactile devices, (e.g. ), it is important to question the use of these technologies with people with developmental disabilities. Especially as some authors pointed the utility of these devices for teaching skills . Various theoretical corpuses and elements of the scientific literature were taken into account and integrated to develop the LearnEnjoy applications, created initially for children with autism. These facts and knowledge, linked to the peculiarities of people with autism, to the functional approach of language, to the fundamental principles of learning, to an ABA approach, were integrated from the first stages of the development of the applications, to create tools having solid scientific foundations. This way, the LearnEnjoy apps give the users (i.e. the “teachers”) the possibilities of teaching in a progressive and coherent way, different skills such as language (receptive, expressive), imitation, play and motricity, cognitive, academic skills or even independence skills. They also allow the progress in each area to be shared with the parents and the whole team, a necessary feature for the implementation of global and coordinated interventions. Finally, and maybe more importantly, these applications were created so as to specifically foster the contact between the person with autism and the “teacher”. This way the apps, at the same time, reduce the risk of pervasiveness of the tactile tablet, while favouring, just as much for the person with autism than for the accompanying person, the development of a positive, structured and structuring social relationship.

An evaluation of prompting procedures in error correction for children with autism

2020 ◽  
Vol 35 (4) ◽  
pp. 581-594
Author(s):  
Chengan Yuan ◽  
Jing Zhu
Keyword(s):  
Error Correction ◽  
Children With Autism
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