Effects of immediate self-correction, delayed self-correction, and no correction on the acquisition and maintenance of multiplication facts by a fourth-grade student with learning disabilities

Journal of Applied Behavior Analysis

Volumn 31, Issue 2, 1998, Pages 303-306

  Bennett, Kristine ^a   Cavanaugh, Rodney A ^b  

^a Plattsburgh City School District   (United States)

^b STATE UNIVERSITY OF NEW YORK   (United States)

Author keywords

Academic behavior; Error correction; Feedback; Teaching

Indexed keywords

ARTICLE; CHILD; CLINICAL TRIAL; EDUCATION; FEMALE; HUMAN; LEARNING DISORDER; MATHEMATICS; METHODOLOGY; REINFORCEMENT; TEACHING;

CHILD; EDUCATION, SPECIAL; FEMALE; HUMANS; KNOWLEDGE OF RESULTS (PSYCHOLOGY); LEARNING DISORDERS; MATHEMATICS; REINFORCEMENT SCHEDULE; TEACHING;

EID: 0032088157     PISSN: 00218855     EISSN: None     Source Type: Journal    
DOI: 10.1901/jaba.1998.31-303     Document Type: Article

References (3)

1. Barbetta, P. M., Heward, W. L., Bradley, D. M., & Miller, A. D. (1994). Effects of immediate and delayed error correction on the acquisition and maintenance of sight words by students with developmental disabilities. Journal of Applied Behavior Analysis, 27, 177-178.
2. Heward, W. L. (1994). Three "low-tech" strategies for increasing the frequency of active student response during group instruction. In R. Gardner, III, D. M. Sainato, J. O. Cooper, T. E. Heron, W. L. Heward, J. Eshleman, & T. A. Grossi (Eds.), Behavior analysis in education: Focus on measurably superior instruction (pp. 283-320). Monterey, CA: Brooks/Cole.
3. Van Houten, R. (1980). Learning through feedback: A systematic approach for improving academic performance. New York: Human Sciences Press.