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Effects of Programmed Errors of Omission and Commission During Auditory-Visual Conditional Discrimination Training With Typically Developing Children

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Abstract

This series of translational studies investigated the effects of programmed treatment-integrity errors on skill acquisition for typically developing children during trial-and-error instruction for auditory-visual conditional discriminations. In Experiment 1, we examined the effects of errors of omission and commission with reinforcement delivery during 17% to 18% of trials compared to high-integrity instruction and a control condition. Programmed treatment-integrity errors impacted the efficiency of instruction. In Experiment 2, we increased the percentage of trials with errors of omission and commission to 20% to 30%. Higher percentages of errors of omission and commission impacted the efficiency of instruction for one participant and the efficacy of instruction for the other participant.

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Acknowledgements

We thank Patricia Zemantic, Shaji Haq, and Jacqueline Kammer for their assistance with data collection.

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Authors and Affiliations

  1. University of Wisconsin-Milwaukee, 2441 E. Hartford Ave, Garland 238E, Milwaukee, WI, 53211, USA

    Samantha C. Bergmann, Tiffany M. Kodak & Brittany A. LeBlanc

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  1. Samantha C. Bergmann
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  2. Tiffany M. Kodak
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  3. Brittany A. LeBlanc
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Correspondence to Tiffany M. Kodak.

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All authors declare that they have no conflict of interest.

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“All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.”

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Bergmann, S.C., Kodak, T.M. & LeBlanc, B.A. Effects of Programmed Errors of Omission and Commission During Auditory-Visual Conditional Discrimination Training With Typically Developing Children. Psychol Rec 67, 109–119 (2017). https://doi.org/10.1007/s40732-016-0211-2

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  • DOI: https://doi.org/10.1007/s40732-016-0211-2

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