Date of Award:

8-2026

Document Type:

Thesis

Degree Name:

Master of Science (MS)

Department:

Special Education and Rehabilitation Counseling

Committee Chair(s)

Sophia D’Agostino

Committee

Sophia D’Agostino

Committee

Kristen R. Rolf

Committee

Thomas S. Higbee

Abstract

Children diagnosed with Autism Spectrum Disorder (ASD) often require structured, evidence-based teaching methods to promote skill acquisition. Discrete Trial Training (DTT) is one such approach widely used in Applied Behavior Analysis (ABA) to teach skills through repeated learning opportunities. However, limited research has compared the efficiency of specific error correction procedures within DTT. This study examined the comparative effectiveness of two error correction strategies, Active Student Response (ASR) and Model-Only, when acquiring tacting skills for children ages 2-10 with ASD. An alternating treatments design (ATD) was used to evaluate each strategy’s impact on skill acquisition, as measured by the percentage of correct responses and trials to mastery. Participants included 3 children enrolled in a center-based ABA clinic. The study occurred across three phases: intervention (alternating treatments), choice assessment, and maintenance.

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