Effects of omission and commission errors during tact instruction

Abstract

AbstractThe purpose of the current study was to compare the effects of omission and commission errors of reinforcement during tact instruction via telehealth with three children, 6 to 7 years of age, who were diagnosed with an autism spectrum disorder. We used an adapted alternating treatment design to evaluate skill acquisition of target stimuli across high‐integrity, commission errors, and omission errors conditions. The high‐integrity condition produced mastery criteria in fewer sessions compared with the integrity‐error conditions in four of six comparisons, and the omission condition reached mastery criteria in fewer sessions than the commission condition in five of six comparisons.