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A comparative analysis of error correction procedures for skill acquisition in autistic students.

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Title: A comparative analysis of error correction procedures for skill acquisition in autistic students.
Authors: Rizos, Konstantinos1 (AUTHOR) kon.rizos@hotmail.com, Fattal, Sarah1 (AUTHOR) sarahfattal@hotmail.co.uk, Gouws, Marlizanne1 (AUTHOR) marli8888@gmail.com, Meyer, Sophie1 (AUTHOR) sophie.meyer1@btinternet.com, Vostanis, Athanasios2 (AUTHOR) A.Vostanis@kent.ac.uk
Source: Tizard Learning Disability Review. 2025, Vol. 30 Issue 2, p77-88. 12p.
Subject Terms: *Treatment of learning disabilities, *Autism, *Educational outcomes, *Teaching methods, *Ability, *Asperger's syndrome, *Special education, *Comparative studies, *Training, *Adolescence
Abstract: Purpose: The purpose of this study is to compare the effectiveness of two error correction methods – Model Prompt Switch Repeat (MPSR) and Error Statement, Modelling and Active student Response (ESMASR) – for teaching new skills to autistic students. This study evaluates which method results in faster and more effective skill mastery, measured by the number of trials needed to reach the mastery criterion, and assesses long-term retention of learned skills. Design/methodology/approach: Using a multiple-treatment reversal design within an Applied Behaviour Analysis framework, this study involved four participants aged 13–15 years. The participants were taught using both MPSR and ESMASR methods, with data collected on how quickly they mastered new skills. Maintenance data were gathered at one and four weeks after teaching to assess skills retention. Findings: This study found that the MPSR method led to faster and more sustained skill acquisition than ESMASR for most participants. MPSR demonstrated better long-term retention in several cases. These results emphasise the effectiveness of structured error correction procedures in improving learning outcomes for autistic students. Research limitations/implications: Because of the small sample size and focus on a specific educational setting, the findings of this study may not apply broadly. Future research should test these methods across a wider variety of learners and settings to ensure broader applicability and validation of the results. Practical implications: This study's findings offer practical strategies for educators working with autistic students, showing that structured error correction procedures like MPSR can be integrated into daily teaching to improve skill acquisition and retention. These strategies can also inform educator training and instructional planning. Social implications: This study contributes to a more inclusive education system by offering evidence-based methods that help autistic students succeed. By identifying effective teaching techniques, this research supports efforts to ensure equal educational opportunities for neurodivergent learners. Originality/value: This study fills a gap in research by comparing two specific error correction methods in an ABA setting, providing fresh insights into which strategies most effectively promote skill acquisition and long-term learning in autistic students. This study also offers practical guidance for educators seeking evidence-based methods to improve student outcomes. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Purpose: The purpose of this study is to compare the effectiveness of two error correction methods – Model Prompt Switch Repeat (MPSR) and Error Statement, Modelling and Active student Response (ESMASR) – for teaching new skills to autistic students. This study evaluates which method results in faster and more effective skill mastery, measured by the number of trials needed to reach the mastery criterion, and assesses long-term retention of learned skills. Design/methodology/approach: Using a multiple-treatment reversal design within an Applied Behaviour Analysis framework, this study involved four participants aged 13–15 years. The participants were taught using both MPSR and ESMASR methods, with data collected on how quickly they mastered new skills. Maintenance data were gathered at one and four weeks after teaching to assess skills retention. Findings: This study found that the MPSR method led to faster and more sustained skill acquisition than ESMASR for most participants. MPSR demonstrated better long-term retention in several cases. These results emphasise the effectiveness of structured error correction procedures in improving learning outcomes for autistic students. Research limitations/implications: Because of the small sample size and focus on a specific educational setting, the findings of this study may not apply broadly. Future research should test these methods across a wider variety of learners and settings to ensure broader applicability and validation of the results. Practical implications: This study's findings offer practical strategies for educators working with autistic students, showing that structured error correction procedures like MPSR can be integrated into daily teaching to improve skill acquisition and retention. These strategies can also inform educator training and instructional planning. Social implications: This study contributes to a more inclusive education system by offering evidence-based methods that help autistic students succeed. By identifying effective teaching techniques, this research supports efforts to ensure equal educational opportunities for neurodivergent learners. Originality/value: This study fills a gap in research by comparing two specific error correction methods in an ABA setting, providing fresh insights into which strategies most effectively promote skill acquisition and long-term learning in autistic students. This study also offers practical guidance for educators seeking evidence-based methods to improve student outcomes. [ABSTRACT FROM AUTHOR]
ISSN:13595474
DOI:10.1108/TLDR-07-2024-0030