Carroll Regina A, Owsiany Jennifer, Cheatham Jessica M
University of Nebraska Medical Center's Munroe-Meyer Institute.
West Virginia University.
J Appl Behav Anal. 2018 Jul;51(3):482-501. doi: 10.1002/jaba.460. Epub 2018 Apr 19.
Previous research comparing the effectiveness of error-correction procedures has involved lengthy assessments that may not be practical in applied settings. We used an abbreviated assessment to compare the effectiveness of five error-correction procedures for four children with autism spectrum disorder or a developmental delay. During the abbreviated assessment, we sampled participants' responding with each procedure and completed the assessment before participants reached our mastery criterion. Then, we used the results of the abbreviated assessment to predict the most efficient procedure for each participant. Next, we conducted validation assessments, comparing the number of sessions, trials, and time required for participants to master targets with each procedure. Results showed correspondence between the abbreviated assessment and validation assessments for two of four participants and partial correspondence for the other two participants. Findings suggest that a brief assessment may be a useful tool for identifying the most efficient error-correction procedure for individual learners.
以往比较纠错程序有效性的研究涉及冗长的评估，这在实际应用场景中可能并不实用。我们采用了一种简化评估方法，比较了五种纠错程序对四名患有自闭症谱系障碍或发育迟缓儿童的有效性。在简化评估过程中，我们对每个程序下参与者的反应进行抽样，并在参与者达到我们的掌握标准之前完成评估。然后，我们利用简化评估的结果预测每个参与者最有效的程序。接下来，我们进行了验证评估，比较了每个程序下参与者掌握目标所需的课程数量、试验次数和时间。结果显示，四名参与者中有两名在简化评估和验证评估之间存在对应关系，另外两名参与者存在部分对应关系。研究结果表明，简短评估可能是为个体学习者确定最有效纠错程序的有用工具。
