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Abstract
This study examined the effects of three error correction strategies: blocking, demonstration, and no response on acquisition of a receptive identification task with a high-tech speech generating device for one child with autism spectrum disorder and complex communication needs. Researchers evaluated the three responses to errors during discrete trial training with simultaneous prompting using an adapted alternating design. The results of this study provide some preliminary evidence that responding to errors with a demonstration or model may result in faster acquisition. There were no major differentiations in session duration for this task.