Comparison of error correction procedures involving a speech-generating device to teach a child with autism new tacts.

Recent research investigating the effectiveness of computer assisted instructional modules with varying ratios of higher cognitive and factual questions has shown that the ratio of higher cognitive to factual questions in and of itself may not influence student achievement. Whether higher cognitive and factual questions interact with error correction procedures to enhance achievement remains unanswered. In the present investigation, 2 (question type, Le., higher cognitive vs. factual) X 2 (error response, i.e., re-presentation of instruction vs. instructions to try again) X 4 (test, i.e., higher cognitive items included in module, novel higher cognitive items, factual questions included in module, and novel factual items) split plot factorial (two within and one between factor) analyses of variance were used to determine whether question type and/or error response differentially affected subsequent responses to factual and higher cognitive questions. The results indicated that simply allowing a student to try again was superior to re-presenting content for the factual question modules. This finding is discussed with reference to the cognitive demands of the tasks, both anticipated and observed.

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A comparison of error-correction procedures on skill acquisition during discrete-trial instruction

Journal of Applied Behavior Analysis ◽

10.1002/jaba.205 ◽

2015 ◽

Vol 48 (2) ◽

pp. 257-273 ◽

Cited By ~ 33

Author(s):

Regina A. Carroll ◽

Brad T. Joachim ◽

Claire C. St. Peter ◽

Nicole Robinson

Keyword(s):

Error Correction ◽

Skill Acquisition ◽

Discrete Trial ◽

Discrete Trial Instruction ◽

Error Correction Procedures

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Accuracy in Online Media

Medijske studije ◽

10.20901/ms.11.21.4 ◽

2020 ◽

Vol 11 (21) ◽

pp. 66-86

Author(s):

Sandra Buratović Maštrapa ◽

Romana John ◽

Mato Brautović

Keyword(s):

Error Correction ◽

Online Media ◽

Minor Role ◽

Online Environment ◽

Secondary Sources ◽

The Core ◽

Propagation Of Errors ◽

A Minor ◽

Error Correction Procedures ◽

Visual Network

Accuracy is at the core of what journalists do and it amounts to journalistic commitment to report without errors. This tenet of journalism is now in danger, because of the influence of digitalization, changes in media landscapes, and the utilization of the assertation model of journalism. In this study, we used a combination of content analysis and visual network analysis to investigate how subjective errors are disseminated through an online environment, how time/speed influences the propagation of errors, and what the error correction procedures/routines are. The results demonstrate that 69% of the analyzed stories contained errors, and the main cause of such errors was the use of secondary sources, instead of primary ones, these errors transcend national borders and, time/speed had only a minor role in the emergence and correction of the errors, etc. Out of the 107 media websites analyzed, only seventeen provide certain modalities of requesting error correction.

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Effects of two Error-Correction Procedures on Oral Reading

Learning Disability Quarterly ◽

10.2307/1510570 ◽

1982 ◽

Vol 5 (2) ◽

pp. 100-105 ◽

Cited By ~ 27

Author(s):

Terry L. Rose ◽

Elizabeth McEntire ◽

Carol Dowdy

Keyword(s):

Error Correction ◽

Oral Reading ◽

Reading Skills ◽

Relative Effectiveness ◽

Learning Disabled ◽

Reading Performance ◽

Alternating Treatments Design ◽

Systematic Correction ◽

School Learning ◽

Error Correction Procedures

An alternating-treatments design was used to investigate the relative effectiveness of two error-correction procedures, word supply and phonic analysis, on the oral reading performance of five elementary-school learning disabled students, four boys and one girl. All subjects had deficient oral reading skills. Results indicated that (a) increased oral reading rates were related to systematic correction procedures, and (b) the word-supply procedure was relatively superior to the phonic analysis method. Possible reasons for these findings are discussed, as are suggestions for future investigations and implications for instruction.

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