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An examination of learner response characteristics on the efficacy and efficiency of error correction / Jessi REIDY in Research in Autism, 130 (February 2026)

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inResearch in Autism > 130 (February 2026) . - p.202774

Titre :

An examination of learner response characteristics on the efficacy and efficiency of error correction

Type de document :

texte imprimé

Auteurs :

Jessi REIDY, Auteur ; Tiffany KODAK, Auteur ; Mary HALBUR, Auteur ; Lauren DEBERTIN, Auteur

Article en page(s) :

p.202774

Langues :

Anglais (eng)

Mots-clés :

Attending Error correction Repeated responses Response characteristics Subtypes of responders Task interspersal

Index. décimale :

PER Périodiques

Résumé :

Inconsistency in efficacy and efficiency of error-correction procedures across studies and learners may be due to learner-specific response characteristics. For example, responding without looking at visual targets during error-correction trials may reduce the efficacy of error correction (Plaisance et al., 2016). The goal of the current study was to compare methods for correcting learner errors with a subtype of participants who displayed specific response characteristics. Results indicated that the interspersal of mastered tasks between error-correction trials led to more efficacious and efficient acquisition for a subtype of learners. Furthermore, secondary measures of responses emitted without attending to the targets and repeated echoing of prompted responses were related to the outcomes.

En ligne :

https://doi.org/10.1016/j.reia.2025.202774

Permalink :

https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

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