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| Error Correction: What's Stimulus Control Got To Do With It? |
| Thursday, May 21, 2020 |
| 4:00 PM–7:00 PM |
| To Be Determined |
| Area: TBA/EDC; Domain: Service Delivery |
| CE Instructor: Jaime Wedel, CAGS |
| JAIME WEDEL (Pyramid Educational Consultants), ANNE OVERCASH (Pyramid Educational Consultants, Inc.), ANDY BONDY (Pyramid Educational Consultants, Inc.) |
| Description: The science of teaching has provided many effective tools. However, even the best-planned lesson may not be effective- there are no perfect lessons. Therefore, students will make errors. We should aim to minimize the error rate but we should also have systematic plans in place when errors occur. We will briefly review some of the current literature regarding error correction (EC), which points to the importance of stimulus control and differential reinforcement. We will then discuss four specific types of EC and related them to specific types of lessons. First, we will consider one strategy for errors within discrete trial types of lessons. Then we will review two types of EC within sequential lessons. Finally, we will review potential strategies when shaping is our primary teaching strategy. With these strategies associated with specific lesson types, we should never be surprised when the next error occurs and should always have a reactive plan. We will also review some "interesting" scenarios and develop potential alternative error correction strategies that conform to best practices. |
| Learning Objectives: At the conclusion of this workshop participants will be able to (1) define why stimulus control matters in error correction; (2) apply specific error correction strategies to virtually any type of lesson; (3) identify what strategy to use when shaping is your primary teaching tool and (4) analyze various error correction scenarios for efficacy related to stimulus control |
| Activities: This learning format combines short lectures, video clips, and discussion of key topics which will be followed by a discussion of scenarios and problem solving both in full group and small groups. |
| Audience: BCBAs, RBTs, teachers and those with a background understanding of stimulus control will benefit by sharpening their own teaching skills as well as assisting others in developing effective lessons. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Effective Teaching, Error Correction, Stimulus Control |