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Journal of Autism and Developmental Disorders

, Volume 49, Issue 9, pp 3704–3715 | Cite as

The Role of Reinforcement in Multiple Response Repetition Error Correction and Treatment Preference of Chinese Children with Autism

  • Chengan YuanEmail author
  • Youjia Hua
  • Jing Zhu
Original Paper

Abstract

Error correction is a ubiquitous instructional component for children with autism spectrum disorder (ASD). In the context of alternating treatment with repeated acquisition design, we taught four young Chinese children with ASD three sets of a match-to-sample task using multiple response repetition error correction with and without reinforcement. We assessed the participants’ preferences of the procedures. Results showed that the acquisition rates were similar under both conditions. However, participant’s preferences varied, with three participants preferring error correction with reinforcement and one preferring the without-reinforcement procedure. The discussion addresses the results from our comparison in light of prior studies and learner preferences of error-correction procedures, as well as the research and practical implications of our findings.

Keywords

Autism spectrum disorder Error correction Reinforcement Preference Early behavioral intervention 

Notes

Author Contributions

CY conceived the study. CY and YH designed and CY implemented the study. Data collection was performed by CY and JZ. CY and YH conducted data analysis and interpretation. CY drafted the manuscript. YH and JZ critically reviewed and provided feedback on the manuscript. All authors read and approved the final manuscript.

Compliance with Ethical Standards

Conflict of interest

All authors declare that they have no conflict of interest.

Ethical Approval

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.

Informed Consent

Informed consent was obtained from all participants (children’s parents) included in the study.

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Copyright information

© Springer Science+Business Media, LLC, part of Springer Nature 2019

Authors and Affiliations

  1. 1.Division of Educational Leadership and Innovation, Mary Lou Fulton Teachers CollegeArizona State UniversityTempeUSA
  2. 2.Department of Curriculum, Instruction and Special Education, Curry School of Education and Human DevelopmentUniversity of VirginiaCharlottesvilleUSA
  3. 3.Department of Teaching and Learning, College of EducationUniversity of IowaIowa CityUSA

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