The use of error correction strategies presented in the form of easy learning opportunities following an error and then representing the task has shown effective in teaching spelling words, match to sample, and rout recall for individuals with traumatic brain injuries (Lloyd, Riley, & Powell, 2009; Rodgers & Iwata, 1991). This method of error correction not only improved performance on basis of number of correct responses across trials, but increased stimulus control for correct responding (Rodgers & Iwata, 1991). In addition with the individuals that had brain injuries error correction procedures resulted in more accurate route responding then the other condition which was recalling the route based on trial and error procedures (Lloyd,
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The steps for high-probability command training include identifying the skill/target behavior that you want the learner to increase compliance; remember this is a skill that is in the learner’s current repertoire. (The learner should be able to complete the request that you are making. If the learner cannot complete the request, teaching pre-requisite steps will be needed first). The next step is to determine what the high-probability request will be (these are the tasks the learner readily complies with). The third step is to determine what the low probability request is (this is the behavior request that the learner can do, but often fails to comply). Next, requests are presented rapidly starting with the high-probability tasks that were identified and ending with the low-probability targeted skill. In high-probability command trainings compliance is reinforced and non-compliance is ignored. The procedures for errorless learning also begin with identifying the target behavior. Next, the prompt level is identified to ensure that an error is not made by the learner. Remember that in errorless learning prompts levels are systematically faded from most to least: full physical, partial physical, full gestural, partial gestural, full verbal, partial verbal. The initial prompt level is determined by the learner after the teacher presents the Sd. Once the Sd is presented the student responds, errors in responding are blocked. The trial is then repeated with faded prompts. The trail should end with a successful independent response from the
The steps for high-probability command training include identifying the skill/target behavior that you want the learner to increase compliance; remember this is a skill that is in the learner’s current repertoire. (The learner should be able to complete the request that you are making. If the learner cannot complete the request, teaching pre-requisite steps will be needed first). The next step is to determine what the high-probability request will be (these are the tasks the learner readily complies with). The third step is to determine what the low probability request is (this is the behavior request that the learner can do, but often fails to comply). Next, requests are presented rapidly starting with the high-probability tasks that were identified and ending with the low-probability targeted skill. In high-probability command trainings compliance is reinforced and non-compliance is ignored. The procedures for errorless learning also begin with identifying the target behavior. Next, the prompt level is identified to ensure that an error is not made by the learner. Remember that in errorless learning prompts levels are systematically faded from most to least: full physical, partial physical, full gestural, partial gestural, full verbal, partial verbal. The initial prompt level is determined by the learner after the teacher presents the Sd. Once the Sd is presented the student responds, errors in responding are blocked. The trial is then repeated with faded prompts. The trail should end with a successful independent response from the