Error correction
A planned procedure the RBT follows after an incorrect or missing response, usually prompting the correct response and then giving the learner another chance to respond.
Error correction is what happens after a learner gives a wrong answer or no answer during teaching. Instead of simply moving on, the RBT follows a set procedure so the learner contacts the correct response. Procedures vary, but a common sequence is:
- Withhold the reinforcer for the incorrect response, usually with a neutral reaction.
- Re-present the SD with a prompt that makes the correct response very likely.
- Present a transfer trial: give the SD again with a less intrusive prompt or no prompt, so the learner can respond more independently.
- Optionally present a distractor trial with a different target, then give the original SD again to check that the learner responds correctly.
The details differ from plan to plan. Some plans reinforce the prompted response with praise only, some save stronger reinforcement for independent responses, and some use a simple re-present and prompt. The RBT follows the steps written for that program and records the first response as the trial's data, unless the plan says otherwise.
Error correction should be calm and quick. Saying "No, wrong!" loudly, repeating the instruction many times, or letting errors pass without correction can slow learning. Errorless procedures aim to prevent errors in the first place, but error correction is still needed when errors occur.
Example and non-example
| Example | The RBT says "Touch cat." The child touches the dog. The RBT says nothing about the error, re-presents "Touch cat" and points to the cat, the child touches it, then the RBT presents "Touch cat" again without the point and praises the independent response. |
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| Non-example | Giving a prompt immediately after the SD, before the learner has a chance to respond, as part of most-to-least prompting is planned prompting to prevent errors, not error correction. |
Don't confuse it with
| Errorless learning | Errorless learning arranges prompts to prevent errors; error correction responds to errors after they happen. |
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Test yourself
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Question 1A plan's error correction says: after an error, present the same instruction again with an immediate model prompt, then present it once more without a prompt. The client points to the wrong card. What should the RBT do next?
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B: Repeat the instruction with an immediate model prompt. The RBT carries out the error-correction procedure exactly as written: re-present the instruction with an immediate model so the client makes the correct response, then re-present it without a prompt.
- A: Moving on skips the error-correction steps the plan requires.
- C: Reinforcing an error, even with a smaller reinforcer, can strengthen errors, and the plan calls for correction.
- D: The plan does not call for a reprimand or a second unprompted guess; it calls for a prompted repeat.
Task C.3 · 40-hour curriculum section E · RBT Ethics Code 2.02
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Question 2What is the main purpose of an error-correction procedure in discrete-trial teaching?
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C: To make sure a correct response follows the error. Error correction gives the client help so that a correct response follows an error, which makes it less likely the error will be repeated. The exact steps are set by the supervisor in the plan.
- A: Error correction is a teaching step that leads to a correct response, not a punishment procedure.
- B: Error correction happens within the session, trial by trial; it is not a rule for ending sessions.
- D: Prompt levels are recorded in the data, but measuring them is not the purpose of error correction.
Task C.3 · 40-hour curriculum section E
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Question 3A plan gives a client 5 seconds to respond to each instruction. After 5 seconds the client has not responded. What should the RBT do?
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C: Record no response and follow the plan's next step. When the response window ends without a response, the RBT records the trial as the plan defines it and moves to the plan's prompting or error-correction step.
- A: Repeating the instruction can teach the client to wait for several instructions.
- B: The response window ends at 5 seconds; waiting longer changes the procedure.
- D: Delivering the reinforcer after no response reinforces not responding.
Task C.3 · 40-hour curriculum section E
Answer every question to see your score.
On the RBT exam
This term belongs to task C.3 Discrete-trial teaching in content area C, Behavior Acquisition, which is 19 of the 75 scored questions.