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THE USE OF ERRORLESS LEARNING PROCEDURES IN TEACHING PEOPLE WITH A LEARNING DISABILITY: A CRITICAL REVIEW

THE USE OF ERRORLESS LEARNING PROCEDURES IN TEACHING PEOPLE WITH A LEARNING DISABILITY: A... The use of procedures which minimise the making of errors is a popular method of teaching skills to people with learning disability. The origin of this approach can be traced to two distinct sources: the work of B.F. Skinner on programmed learning, and the work of H.S. Terrace on discrimination learning. This early work is reviewed and research findings which highlight the negative side affects of an ‘errorless’ approach are discussed. The role of prompting, attention, reinforcement and generalisation is outlined. Recommendations for the development of teaching programmes are made. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Applied Research in Intellectual Disabilities Wiley

THE USE OF ERRORLESS LEARNING PROCEDURES IN TEACHING PEOPLE WITH A LEARNING DISABILITY: A CRITICAL REVIEW

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References (33)

Publisher
Wiley
Copyright
"Copyright © 1992 Wiley Subscription Services, Inc., A Wiley Company"
ISSN
1360-2322
eISSN
1468-3148
DOI
10.1111/j.1468-3148.1992.tb00045.x
Publisher site
See Article on Publisher Site

Abstract

The use of procedures which minimise the making of errors is a popular method of teaching skills to people with learning disability. The origin of this approach can be traced to two distinct sources: the work of B.F. Skinner on programmed learning, and the work of H.S. Terrace on discrimination learning. This early work is reviewed and research findings which highlight the negative side affects of an ‘errorless’ approach are discussed. The role of prompting, attention, reinforcement and generalisation is outlined. Recommendations for the development of teaching programmes are made.

Journal

Journal of Applied Research in Intellectual DisabilitiesWiley

Published: Jul 1, 1992

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