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Kodak, T. et al (2016), Examination of efficacious, efficient, and socially valid error-correction procedures to teach sight words and prepositions to children with autism spectrum disorder. Jnl of Applied Behav Analysis, 49, 532547. doi:10.1002/jaba.310

“The current investigation conducted an assessment to compare 5 error-correction procedures that have been evaluated in the extant literature and are common in instructional practice for children with autism spectrum disorder (ASD). Results showed that the assessment identified efficacious and efficient error-correction procedures for all participants, and 1 procedure was efficient for 4 of the 5 participants. To examine the social validity of error-correction procedures, participants selected among efficacious and efficient interventions in a concurrent-chains assessment. We discuss the results in relation to prior research on error-correction procedures and current instructional practices for learners with ASD” (p. 532).

Social Validity through Preference Assessment:

  1. Social validity was evaluated with “concurrent-chains arrangement to identify their preferences for efcacious and efcient error-
    correction procedures” (p. 535)
  2. Preference assessments were conducted to determine color preferences. Colors were randomly assigned to conditions
  3. “Each participant s two most efcient intervention conditions identied in the error-correction comparison as well as the differential reinforcement condition were included in a
    concurrent-chains assessment” (p. 539)
  4. Six forced choice trials were presented to determine if the participant could identify the color of each condition
  5. “The results of our social validity measure show that four of the ve participants had a clear preference for one intervention” (p. 546)
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