The Effectiveness Of Errorless Learning For Teaching Concepts And Comments To Children With Autism

Abstract

Research has indicated that errorless learning has been an effective teaching strategy for
teaching discrete skills to both typically developing children and children with a learning
disability (Schimek, 1983; Storm & Robinson, 1973). Errorless learning differs from
other common teaching strategies in that it only presents correct responses, eliminating
the possibility of participants responding incorrectly. The purpose of this study was to
examine the effectiveness of errorless learning for improving symbol acquisition in
children with autism who used a high-tech augmentative and alternative communication
(AAC) device. Four children previously diagnosed with autism participated in this study;
subjects were required to be established wants/needs level communicators on their AAC
systems. This study employed a single-subject, ABABA withdrawal design and used a
graded-choice errorless learning strategy for teaching new symbols to subjects. The
researcher collected data on three variables: 1) symbol acquisition, 2) generalization, and
3) the level of assistance and cuing. Results of the study showed no clear pattern of
symbol acquisition for any subjects; however, Subjects 3 and 4 moved along the gradedchoice
continuum for two symbols during errorless learning teaching sessions, indicating
a level of mastery for these symbols. No clear pattern of generalization was exhibited for
any subjects. However, all subjects showed a decrease in the level of assistance and
cuing required during errorless learning teaching sessions. While no significant results
were achieved, the limited results of this study lend support to the effectiveness of
errorless learning for teaching children with autism.

Date of Award	2011
Original language	American English
Awarding Institution	Eastern Illinois University
Supervisor	Trina M. Becker (Supervisor)