Abstract:
:We used an alternating treatments design to compare the effects of active student response error correction and no-response error correction during sight word instruction. Six students with developmental disabilities were provided one-to-one daily sight word instruction on eight sets of 20 unknown words. Each set of 20 words was divided randomly into two equal groups. Student errors during instruction on one group of words were immediately followed by the teacher modeling the word and the student repeating it (active student response instruction). Errors on the other group of words were immediately followed by the teacher modeling the word while the student attended to the word card (no-response instruction). For all 6 students, the active student response error-correction procedure resulted in more words read correctly during instruction, same-day tests, next-day tests, 2-week maintenance tests, and generality tests (words read in sentences).
journal_name
J Appl Behav Analjournal_title
Journal of applied behavior analysisauthors
Barbetta PM,Heron TE,Heward WLdoi
10.1901/jaba.1993.26-111subject
Has Abstractpub_date
1993-04-01 00:00:00pages
111-9issue
1eissn
0021-8855issn
1938-3703journal_volume
26pub_type
临床试验,杂志文章,随机对照试验abstract::Results of previous research on the effects of noncontingent reinforcement (NCR) have been inconsistent when magnitude of reinforcement was manipulated. We attempted to clarify the influence of NCR magnitude by including additional controls. In Study 1, we examined the effects of reinforcer consumption time by compari...
journal_title:Journal of applied behavior analysis
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journal_title:Journal of applied behavior analysis
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journal_title:Journal of applied behavior analysis
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journal_title:Journal of applied behavior analysis
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journal_title:Journal of applied behavior analysis
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journal_title:Journal of applied behavior analysis
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pub_type: 临床试验,杂志文章
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journal_title:Journal of applied behavior analysis
pub_type: 临床试验,杂志文章
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更新日期:1997-01-01 00:00:00
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journal_title:Journal of applied behavior analysis
pub_type: 杂志文章
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更新日期:1975-04-01 00:00:00
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journal_title:Journal of applied behavior analysis
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journal_title:Journal of applied behavior analysis
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journal_title:Journal of applied behavior analysis
pub_type: 杂志文章
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更新日期:2020-07-01 00:00:00
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journal_title:Journal of applied behavior analysis
pub_type: 杂志文章
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更新日期:2011-04-01 00:00:00
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journal_title:Journal of applied behavior analysis
pub_type: 杂志文章
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更新日期:2018-01-01 00:00:00
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pub_type: 杂志文章
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更新日期:1988-10-01 00:00:00
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journal_title:Journal of applied behavior analysis
pub_type: 杂志文章
doi:10.1901/jaba.1980.13-505
更新日期:1980-10-01 00:00:00
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journal_title:Journal of applied behavior analysis
pub_type: 杂志文章
doi:10.1901/jaba.1986.19-261
更新日期:1986-10-01 00:00:00
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journal_title:Journal of applied behavior analysis
pub_type: 杂志文章
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journal_title:Journal of applied behavior analysis
pub_type: 杂志文章
doi:10.1901/jaba.1984.17-497
更新日期:1984-01-01 00:00:00
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journal_title:Journal of applied behavior analysis
pub_type: 杂志文章
doi:10.1901/jaba.1976.9-169
更新日期:1976-07-01 00:00:00
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journal_title:Journal of applied behavior analysis
pub_type: 杂志文章
doi:10.1901/jaba.2010.43-653
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journal_title:Journal of applied behavior analysis
pub_type: 杂志文章
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journal_title:Journal of applied behavior analysis
pub_type: 杂志文章
doi:10.1901/jaba.1992.25-101
更新日期:1992-04-01 00:00:00
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journal_title:Journal of applied behavior analysis
pub_type: 杂志文章
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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 sessi...
journal_title:Journal of applied behavior analysis
pub_type: 杂志文章
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更新日期:1994-04-01 00:00:00
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journal_title:Journal of applied behavior analysis
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journal_title:Journal of applied behavior analysis
pub_type: 杂志文章
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更新日期:1993-04-01 00:00:00
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journal_title:Journal of applied behavior analysis
pub_type: 杂志文章
doi:10.1901/jaba.2000.33-347
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journal_title:Journal of applied behavior analysis
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