References for Errorless Section

Akmanoglu, N., & Batu, S. (2004). Teaching pointing to numerals to individuals with autism using simultaneous prompting. Education and Training in Devel- opmental Disabilities, 39, 326–336.

Akmanoglu-Uludag, N., & Batu, S. (2005). Teaching naming relatives to individuals with autism using simultaneous prompting. Education and Training in Developmental Disabilities, 40, 401–410.

Barbetta, P. M., Heward, W. L., Bradley, D. M., & Miller, A. D. (1994). Effects of immediate and delayed error correction on the acquisition and maintenance of sight words by students with developmental disabilities. Journal of Applied Behavior Analysis, 27, 177–178.

Birkan, B. (2005). Using simultaneous prompting for teaching various discrete tasks to students with mental retardation. Education and Training in Developmental Disabilities, 40, 68–79.

Born-Miller, K. L. (2002). The use of an errorless teaching procedure to teach children with autism for whom trial-and-error teaching has failed. ProQuest Information & Learning. Dissertation Abstracts International: Section B: The Sciences and Engineering, 63(4-B), 2088.

Brownjohn, M. D. (1988). Acquisition of makaton symbols by a young man with severe learning difficulties. Behavioural Psychotherapy, 16(2), 85-94.

Burk, C. (2008). Errorless learning. Retrieved from http:// www.christinaburkaba.com

Carr, D. (2003). Effects of exemplar training in exclusion responding on auditory-visual discrimination tasks with children with autism. Journal of Applied Behavior Analysis, 36, 507–524.

Catania, C. N., Almeida, D., Liu-Constant, B., & Reed, F. D. D. (2009). Video modeling to train staff to implement discrete-trial instruction. Journal of Ap- plied Behavior Analysis, 42, 387–392.

Chavez-Brown, M., Scott, J., & Ross, D. E. (2005). Antecedent selection: Comparing simplified and typical verbal antecedents for children with autism. Journal of Behavioral Education, 14, 153–165.

Chavez-Brown, M., Scott, J., & Ross, D. E. (2005). Antecedent selection: Comparing simplified and typical verbal antecedents for children with autism. Journal of Behavioral Education, 14, 153–165.

Ducharme, J. M., & DiAdamo, C. (2005). An errorless approach to management of child noncompliance in a special education setting. School Psychology Review, 34(1), 107-115.

Duffy, L. A., & Wishart, J. G. (1994). The stability and transferability of errorless learning in children with down’s syndrome. Down Syndrome: Research & Practice, 2(2), 51-58.

Duffy, L., & Wishart, J. G. (1987). A comparison of two procedures for teaching discrimination skills to down’s syndrome and non-handicapped children. British Journal of Educational Psychology, 57(3), 265-278.

Duker, P. C. (1981). Prevention of incorrect responding for establishing instruction following behaviours. Journal of Mental Deficiency Research, 25(1), 25-32.

Ellis, W. D., Ludlow, B. L., & Walls, R. T. (1978). Learning, transfer, and retention of errorless fading versus trial-and-error teaching. Psychological Reports, 43(2), 553-554.

Etzel, B. C., & LeBlanc, J. M. (1979). The simplest treatment alternative: The law of parsimony applied to choosing appropriate instructional control and errorless- learning procedures for the difficult-to-teach child. Journal of Autism and Developmental Disorders, 9(4), 361-382.

Gibson, A. N., & Schuster, J. W. (1992). The use of simultaneous prompting for teaching expressive word recognition to preschool children. Topics in Early Childhood Special Education, 12(2), 247-267.

Graff, R. B., & Green, G. (2004). Two methods for teaching simple visual discriminations to learners with severe disabilities. Research in Developmental Disabilities, 25(3), 295-307.

Griffiths, K., & Griffiths, R. (1976). Errorless establishment of letter discriminations with a stimulus fading procedure in pre-school children. Perceptual and Motor Skills, 42(2), 387-396.

Heflin, L. J., & Alberto, P. A. (2001). Establishing a behavioral context for learning for students with autism. Focus on Autism and Other Developmental Disabilities, 16(2), 93-101.

Johnson, C. M. (1977). Errorless learning in a multihandicapped adolescent. Education & Treatment of Children, 1(1), 25-33.

Keilitz, I., & Frieman, J. (1970). Transfer of training following errorless discrimination learning. Journal of Experimental Psychology, 85(2), 293-299.

Lambert, J. (1979). [Experiments with errorless discrimination learning]. Enfance, No 2, 107-132.

Luciano, M. C. (1986). Acquisition, maintenance, and generalization of productive intraverbal behavior through transfer of stimulus control procedures. Applied Research in Mental Retardation, 7(1), 1-20.

McIlvane, W. J., & Stoddard, T. (1981). Acquisition of matching-to-sample performances in severe retardation: Learning by exclusion. Journal of Mental Deficiency Research, 25(1), 33-48.

Moore, R., & Goldiamond, I. (1964). Errorless establishment of visual discrimination using fading procedures. Journal of the Experimental Analysis of Behavior, 7(3), 269-272.

Neisworth, J. T., Madle, R. A., & Goeke, K. E. (1975). “Errorless” elimination of separation anxiety: A case study. Journal of Behavior Therapy and Experimental Psychiatry, 6(1), 79-82.

Prather, D. C. (1971). Trial-and-error versus errorless learning: Training, transfer, and stress. American Journal of Psychology, 84(3), 377-386.

Rodgers, T. A., & Iwata, B. A. (1991). An analysis of error-correction procedures during discrimination training. Journal of Applied Behavior Analysis, 24, 775–781.

Schilmoeller, G. L., Schilmoeller, K. J., Etzel, B. C., LeBlanc, J. M. (1979). Conditional discrimination after errorless and trial-and-error training. Journal of the Experimental Analysis of Behavior, 31(3), 405-420.

Schumaker, J., & Sherman, J. A. (1970). Training generative verb usage by imitation and reinforcement procedures. Journal of Applied Behavior Analysis, 3, 273–287.

Schuster, J. W., Griffen, A. K., & Wolery, M. (1992). Comparison of simultaneous prompting and constant time delay procedures in teaching sight words to elementary students with moderate mental retarda- tion. Journal of Behavioral Education, 2, 305–325.

Sewell, T. J., Collins, B. C., Hemmeter, M. L., & Schuster, J. W. (1998). Using simultaneous prompting within an activity-based format to teach dressing skills to preschoolers with developmental delays. Journal of Early Intervention, 21, 132–145.

Smith, T. (2001). Discrete trial training in the treatment of autism. Focus on Autism and Other Developmental Disabilities, 16, 86–92.

Smith, T., Mruzek, D. W., Wheat, L. A., & Hughes, C. (2006). Error correction in discrimination training for children with autism. Behavioral Interventions, 21, 245–263.

Tekin, E., & Kircaali-Iftar, G. (2002). Comparison of the effectiveness and efficiency of two response prompting procedures delivered by sibling tutors. Education and Training in Mental Retardation and Developmental Disabilities, 37, 283–299.

Terrace, H. S. (1963). Errorless transfer of a discrimination across two continua. Journal of the Experimental Analysis of Behavior, 6(2), 223-232.

Touchette, P. E. (1971). Transfer of stimulus control: Measuring the moment of transfer. Journal of the Experimental Analysis of Behavior, 15(3), 347-354.

Walsh, B. F., & Lamberts, F. (1979). Errorless discrimination and picture fading as techniques for teaching sight words to TMR students. American Journal of Mental Deficiency, 83(5), 473-479.

Weeks, M., & Gaylord-Ross, R. (1981). Task difficulty and aberrant behavior in severely handicapped students. Journal of Applied Behavior Analysis, 14(4), 449-463.

Wolery, M., Holcombe, A., Werts, M. G., & Cipolloni, R. M. (1993). Effects of simultaneous prompting and instructive feedback. Early Education and Develop- ment, 4, 20–31.

Worsdell, A. S., Iwata, B. A., Dozier, C. L., Johnson, A. D., Neidert, P. L., & Thomason, J. L. (2005). Analysis of response repetition as an error-correction strategy during sight-word reading. Journal of Applied Behavior Analysis, 38, 511–527.[/fusion_text]