When to correct errors when teaching a new task to children with autism

• Main Author: Cochrane, Angela J.
• Other Authors: Rosales-Ruiz, Jesus
• Format: Others
• Language: English
• Published: University of North Texas 2016
• Subjects: Feedback timing; Learner affect; Autistic children > Education.; Feedback (Psychology); Affect (Psychology)
• Online Access: https://digital.library.unt.edu/ark:/67531/metadc955059/

The purpose of this experiment was to investigate Tosti's proposal about the timing of feedback. The study examined whether it is better to correct immediately after the error occurs or whether it is better to wait until immediately before the next opportunity to respond. In addition, it aimed to determine whether corrections delivered at different times produced different learner affects. Four children with autism were taught to label two sets of pictures under the two different conditions. Results showed that the timing of the feedback yields similar results in regards to number of correct responses and total trial count. However, in regards to time spent in teaching and learner affect, correcting errors before the next opportunity to respond showed to be the more efficient procedure and produced more favorable affect.