Graduate Program

Communication Disorders and Sciences

Degree Name

Master of Science (MS)

Semester of Degree Completion

2011

Thesis Director

Trina Becker

Thesis Committee Member

Angela Anthony

Thesis Committee Member

Rebecca Throneburg

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.

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