Workshops
Presenter: Sophia Ma M.A., BCBA, LBA
When learning new skills, children will habitually make errors. Often, following these errors is the
implementation of an error correction procedure that is either effortful (i.e. overcorrection), and/or a
form of punishment (i.e. response cost). Learners may interpret these error correction procedures as
aversive. Recent studies looked at transitioning from rich (more-preferred items) to lean (less-preferred
items) as a form of error correction. The current study used an alternating treatments design to evaluate
the effects of transiting from earning more-preferred items to less-preferred items as a form of error
correction on increasing tacting of sight words.
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