Master of Science (M.S.)
Degree Granting Department
Child and Family Studies
Andrew Samaha, Ph.D., BCBA-D
Catia Cividini-Motta, Ph.D., BCBA-D
Sarah E. Bloom, Ph.D., BCBA-D
adults, assessment, discrete-trial instruction, error correction, intellectual and developmental disabilities
We extended the results of Carroll, Owsiany, and Cheatham (2018) by evaluating the predictive validity of a brief error-correction assessment (brief assessment) in adults with intellectual or developmental disabilities. A brief assessment and validation assessment were conducted for each participant, where the efficiency and intrusiveness of six error-correction procedures (ECP) were compared when teaching participants to assemble arbitrary Lego structures. During Phase 1, we evaluated whether we obtained orderly acquisition data during the brief and validation assessments and evaluated overall correspondence between the brief and validation assessments. During Phase 2, we developed an empirical decision-making model to identify the most relevant and predictive dependent measures related to acquisition and intrusiveness. During Phase 3, the model discussed in Phase 2 was applied to identify a target ECP for efficiency and target ECP for intrusiveness for each learner. In general, there was low correspondence between target ECPs identified during the brief assessment and the ECP identified during the validation assessment using the same decision-making model. However, results show overall correspondence between data collected on 11 dependent measures during brief and validation assessments across people, error-correction procedures, and dependent variables.
Scholar Commons Citation
Braren, J Turner B., "Extending Brief Error-Correction Assessments to Adults with Intellectual or Developmental Disabilities" (2020). USF Tampa Graduate Theses and Dissertations.