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

K Bennett; R A Cavanaugh

doi:10.1901/jaba.1998.31-303

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

J Appl Behav Anal. 1998 Summer;31(2):303-6. doi: 10.1901/jaba.1998.31-303.

Authors

K Bennett¹, R A Cavanaugh

Affiliation

¹ Center for Educational Studies and Services, Plattsburgh State University of New York 12901, USA.

Abstract

This study compared the 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. Data from daily and maintenance tests indicated that both correct response rate and accuracy were higher when self-correction was immediate rather than delayed or absent.

Publication types

Clinical Trial

MeSH terms

Child
Education, Special / methods*
Female
Humans
Knowledge of Results, Psychological*
Learning Disabilities / rehabilitation*
Mathematics
Reinforcement Schedule*
Teaching / methods*