Stimulus Fading Versus Error Correction in Math Fact Acquisition by Learning Disabled Students

Tc:chc~.sI'rcclucntly dcvclop their own materials to compensate for learners' unique characteristics, but these tcuchcr-nlaclc materials arc unlikely to capiializc on cstablished instructional techniques using stimulus manipulation such as systematic siin~~lus Iiling or shaping. Although the rcsearch on stimulus manipulation for tcaching discrete tasks is well dtumcnted with chiltlr.cri with scvcrc tlis;thilitics, Ihc research with studcnts with learning disabiliiies is lirnitcil. Thc prcscnt siutly coinp~rctlIhc cl'l'cctivcncss of stimulus I'ading to simple error correction in teaching multiplication facts to thrcc s~utlcntswith Ic;u-ning tlicahilitics. The sti~wlus hding proccdurcs increased the accuracy of multiplication facts of two of thc three studcnts ovcr c~wr correct ion. The third student acquired thc facls more quickly under error correction. Whcn asked, two of the thrcc stuclcnls prclcrrcd the method by which they lcarncd bcst. In~plicationsfor using difl'crcnt instructional stratcgics Sol- csthlishing iniii;d shill itciluisition with dil'l'crcnt lcarners is discussed. l'cacllcrs li-cquently have difficulty locating in- 1980; Shimek, 1983). sl~~ucl io11;d nlalcri;~ls will1 Sealures appropriate for i~itlivitli~i~lizillg illsl~.uclion. 'I'hcy olicn dcvclop Most of the ~.cscaldl cilccl invcst igi~lctl rllc. ~~l'l'cc~ls thcir own rnalcrials to cornpcnsate for learners' of stimulus shaping alone (BradlcyJohnson, cl ics.