The Dynamic Framework of Error Correction Procedures in ABA, including a Transfer Trial & Expanded Trials

 

In the world of Applied Behavior Analysis, a few key techniques stand out for their effectiveness in promoting desired behaviors and facilitating learning. Among these are Error Correction, Transfer Trial, and Expanded Trial. Each of these tools plays a critical role in the overall error correction procedure in ABA, providing a structured approach to skill acquisition in ABA.

In this post, we delve into the significance of these terms, examine what they are, how to implement, and why they’re so effective. We also take a closer look at how to utilize these techniques in real-world scenarios, and provide clear, practical examples that illustrate their impact.

Whether you’re an ABA practitioner, a caregiver, or someone interested in understanding the strategies used in ABA, this post is designed to offer valuable insights into these powerful tools. So let’s dive in, and explore how these techniques can help individuals with developmental challenges unlock their full potential.

Three-Term Contingency

Before discussing error correction procedures, we must introduce the three-term contingency. This is often referred to as A-B-C (Antecedent-Behavior-Consequence). Or stimulus-response-reinforcement.

This is a cornerstone concept in ABA. It represents a sequence of learning that begins with a cue or signal that indicates the opportunity to earn reinforcement for a specific response.

For example, a ringing phone is a stimulus that signals a response of picking up the phone and saying, “Hello.” Reinforcement for picking up the phone occurs when someone on the other line also says, “Hello” and starts a conversation.

Example:

Instructor S^D: Phone rings.
Response: Person picks up phone and says, “Hello.”
Reinforcement: Preferred person on the other line starts a conversation.

S^D (Discriminative Stimulus)

A Discriminative Stimulus (S^D) is a cue or signal that indicates the opportunity to earn reinforcement for a specific response.

To illustrate, showing a picture of a red apple can serve as an S^D, prompting a child to say the word “apple” in response. The S^D is a critical component of the three-term contingency, as it helps individuals identify when and how to perform desired behaviors.

Example:

Instructor S^D: “Point to car.”
Learner response: Points to car.

What is an Error Correction Procedure?

What happens if and when a student errors? For example, what if an instructor says, “Point to car” and the student points to something else?

Error Correction Procedures are fundamental techniques in ABA.  Their purpose is to correct errors and reinforce desired behaviors.

This procedure combines Error Correction, Transfer Trials, and Expanded Trials. It serves as a guiding principle to reduce errors and promote learning in individuals with developmental challenges. Whether it’s teaching a child to communicate effectively or helping an individual with autism acquire life skills, error correction procedures are at the core of successful ABA interventions.

Example:

Instructor S^D: “Point to car.”
Learner response: Points to bike.
Error Correction: Instructor points to car and says, “This is car.”

What is a Transfer Trial?

Transfer Trials are another essential component of ABA the error correction procedure.  They involve reintroducing the original instruction after the learner errored and was corrected. The purpose of the transfer trial is to practice the correct response immediately following an error correction.

Example:

The learner errors.  You correct the learner.  Then the transfer trial begins. When running the transfer trial, predict that the learner may error.

Instructor re-presents the SD: “Point to car” *with gestural prompt*
Learner responds correctly: Points to car *this time add a gestural prompt to ensure success*
Learner responds correctly: Points to car
Learner receives praise for pointing to the car.

What is an Expanded Trial?

An expanded trial in the context of the error correction procedure, refers to a deliberate instructional technique where, following a successful response to a transfer trial, the learner is presented with a mastered or what we call a “high probability” instruction.

Employ this technique to allow the student some successful responses. It serves to increase confidence and distract the learner away from the prompted response before re-presenting the original instruction one more time.

Example:

Instructor S^D: “What’s your name?”
Learner responds correctly.

Representing the S^D

To judge the success of your Error Correction Procedure, the original Discriminative Stimulus (S^D) should be presented once again.

Example:

Instructor S^D: “Point to car” *no prompt, or less intrusive prompt*
Learner response: Points to car.

Mastering Error Correction and Transfer Trial

Now that we’ve laid the groundwork with an understanding of Error Correction Procedures, Transfer Trials, and Expanded Trials, let’s dive deeper into the heart of the matter.

How do we effectively combine these techniques to maximize their impact in Applied Behavior Analysis?

The beauty of ABA lies in its flexibility and adaptability — each tool in ABA can be used in tandem with others to create a personalized approach for each individual. Error Correction Procedures and Transfer Trials are no exception.

Tying It All Together

By including transfer trials and expanded trials in error correction procedures, we can ensure not only that errors are corrected but also that new skills are learned. Here’s an example of the entire process:

Example:

Instructor S^D: “Point to car.”
Learner response: Points to bike.

Error Correction:

Instructor points to car and says, “This is car.”
(No reinforcement is provided)

Transfer Trial: (No data on this trial)

Instructor S^D: “Point to car.”
Instructor re-presents the S^D: “Point to car.”
Instructor prompts: *add a gestural prompt to ensure success*
Learner responds correctly: Points to car.
Learner receives praise for pointing to the car.

Expanded Trial:

Instructor presents a high probability response (something easy and mastered): “What’s your name?”
Learner responds correctly by stating their name.

Re-present the S^D: (also the start of a new trial – another opportunity for data collection)

Instructor S^D: “Point to car.”
Learner response: Points to car.
Instructor provides reinforcement

How to Collect Data on the Error Correction Procedure

Data collection is the backbone of ABA, as it provides the objective information needed to assess progress and make informed decisions.

Various methods can be employed during error correction procedures, but typically, trial-by-trial data is collected so that a percentage of overall correct responses can be analyzed.

As viewed in the example above, typically, data is collected on the first trial and not on the transfer trial or expanded trial. Then, a new trial is counted when the discriminative stimulus is represented. Consistency and accuracy in data collection are paramount to tracking progress effectively.

What Comes Next?

After implementing an error correction procedures and collecting data, the next crucial step in the process is data analysis.

This analysis informs decision-making, allowing instructors and caregivers to adjust and refine interventions based on the individual’s progress and needs. Ongoing assessment and adaptation are key to ensuring that error correction procedures continue to be effective tools in promoting positive behavior and skill acquisition.

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In ABA, Error Correction Procedures, including Error Correction, Transfer Trials, and Expanded Trials collectively form a dynamic framework for promoting learning.

It requires careful planning, observation, and flexibility, but the result is well worth the effort: empowering individuals with developmental challenges to learn, grow, and thrive. That’s the beauty of ABA – it’s not just about teaching a skill; it’s about shaping a brighter future.

By understanding these concepts and implementing them effectively, ABA practitioners and caregivers can empower individuals with developmental challenges to reach their full potential, fostering a brighter and more inclusive future for all.