Analysis of response repetition as an error-correction strategy during sight-word reading

Abstract

A great deal is known about the effects of positive reinforcement on response acquisition; by contrast, much less research has been conducted on contingencies applied to errors. We examined the effects of response repetition as an error-correction procedure on the sight-word reading performance of 11 adults with developmental disabilities. Study 1 compared single-response (SR) repetition and multiple-response (MR) repetition, and results showed that all 6 participants acquired more sight words with the MR procedure. Study 2 compared MR error correction following every incorrect response (continuous) and following one third of incorrect responses (intermittent), and results showed that all 6 participants acquired more sight words when error correction was continuous. Study 3 compared MR error correction in which errors required practice of the training word (relevant) versus a different word (irrelevant), and results showed that 3 of 9 participants showed better performance under the relevant condition; however, all participants showed improvement even under the irrelevant condition. Findings are discussed in terms of the behavioral processes by which error correction may enhance performance during acquisition.

Figure 1. Cumulative number of words mastered during baseline (BL), single-response (SR) repetition, and multiple-response (MR) repetition.

Figure 2. Mean number of correct words read per session during SR and MR.

Figure 3. Cumulative number of words mastered during BL, continuous MR, and intermittent MR.

Figure 4. Mean number of correct words read per session during continuous MR and intermittent MR.

Figure 5. Cumulative number of words mastered during BL, relevant MR, and irrelevant MR.

Figure 6. Mean number of correct words read per session during relevant MR and irrelevant MR.