Errorless Learning: An ABA Technique

Errorless learning is based on the idea that children with autism are more likely to learn new skills when they are presented with ample opportunities to be successful. In this article, we take a closer look at errorless learning and the ways this technique is used in ABA therapy. 

What Is Errorless Learning?

Errorless learning is an ABA procedure in which children are presented with prompts to minimize the chances of giving incorrect responses. A prompt is any cue or hint that shows how to respond in a particular situation. It can be anything from verbal and physical assistance to pointing, demonstrating, and providing visual support. 

The theory behind errorless learning is that children on the autism spectrum don’t learn as successfully from mistakes as their neurotypical peers. What’s more, frustration caused by incorrect responses may trigger challenging behaviors such as tantrums, aggression, and self injury. By reducing the number of errors, children with autism are given a better chance to succeed in acquiring new skills.

Benefits of errorless learning

Errorless learning has many advantages compared to other learning styles that allow errors, such as:

• Positive learning environment
• More opportunities to access reinforcement
• Higher engagement due to fast-paced and varied tasks

• Increased motivation
• Higher accuracy of performed tasks
• Better self-esteem
• Developing independence
• Decreased frustration and discouragement 
• Reduced likelihood of challenging behaviors
• Faster acquisition of skills.

What skills can be taught using errorless learning? 

Errorless learning is a valuable behavioral treatment procedure for teaching target skills. Almost any skill can be taught using this technique, for example:

• Daily living skills
• Verbal skills
• Fine and gross motor skills
• Motor imitation
• Social skills.

How Is It Taught?

During errorless learning, the therapist offers a prompt immediately following an instruction. As the child becomes familiar with the target behavior, prompting is systematically faded. This method allows to achieve accuracy with the least amount of errors and frustration. 

Steps of errorless learning

ABA therapists who rely on errorless learning typically follow a set of steps, adjusting them to the needs of each child.

1. Probe

Probing consists of asking the child a series of questions to assess their current skill level.

1. Present the question

In this step, the therapist demonstrates to the child the desired outcome of the correct answer.

1. Give a prompt

Prompting is done immediately after presenting the task in order to minimize errors. Prompts can be verbal, gestural, physical, or visual and are adapted to the child’s age and functioning levels. 

1. Conduct a trial

Trials are repeated until the child is ready to carry out the task independently. Before moving on, the therapist must ensure that the child is able to respond correctly at least 90% of the time.

1. Decrease prompting

In order for the child to achieve independence, the therapist will gradually increase the time interval between the question and the prompt. Prompts are slowly faded and then completely removed once the child is able to perform a task on their own.

In the following section, we explain different strategies for errorless teaching.

Positive Reinforcement and Errorless Learning

In addition to prompting, errorless learning relies on positive reinforcement to teach new skills. The therapist immediately follows instructions by prompts, to then provide positive reinforcement for each correct response. A reinforcer, such as a small toy, a treat, verbal praise, and other types of rewards, will increase the likelihood of the target behavior occurring again in the future. 

Example

• The therapist gives the instruction “clap hands.” 
• The therapist immediately provides a prompt by guiding the child’s hands to make a clapping motion. 
• The therapist rewards the child with verbal praise such as “good job clapping your hands” and offers a reinforcer.

Time Delay Prompting

Time delay prompting is a strategy that consists of gradually increasing the amount of time between the instruction and the prompt. This delay gives the child the opportunity to provide a correct response. When the child starts responding independently before receiving a prompt, the delay can be gradually increased until there is no longer need for prompting. 

Example

Two-second delay

• The therapist gives the instruction “clap hands.”
• The therapist waits 2 seconds and then guides the child’s hands to make a clapping motion. 
• The therapist rewards the child with verbal praise such as “good job clapping your hands” and offers a reinforcer.

Three-second delay

• The therapist gives the instruction “clap hands.”
• The therapist waits 3 seconds for the child to respond independently. 
• If the child doesn’t respond, the therapist guides the child’s hands to make a clapping motion. 
• The therapist rewards the child with verbal praise such as “good job clapping your hands” and offers a reinforcer.

Most-to-Least Prompting

Most-to-least prompting refers to teaching a new skill by starting with the most intrusive prompt to show the child the correct response and reduce the chance of errors. The intrusiveness of the prompt is then progressively reduced. ABA therapists must always attempt to use the least amount of prompting necessary to get the child to complete the task.

Example

Partial physical prompt (more intrusive)

• The therapist gives the instruction “clap hands.”
• The therapist immediately provides a full or partial physical prompt such as lightly touching or guiding the child’s hand to indicate making a clapping motion. 
• The therapist rewards the child with verbal praise such as “good job clapping your hands” and offers a reinforcer.

Gestural prompt (less intrusive)

• The therapist gives the instruction “clap hands.”
• The therapist immediately offers a gestural prompt by raising hands slightly to indicate clapping without touching the child. 
• The child begins to clap hands. 
• The therapist rewards the child with verbal praise such as “good job clapping your hands” and offers a reinforcer.

Errors

The way in which the therapist deals with errors has a direct impact on the efficacy of learning. If the child performs a task incorrectly, the therapist should either present a new instruction or repeat the same instruction followed by a more intrusive prompt. The child should never be punished, reinforced, or rewarded for making an error.

If you are ready to work with the best ABA therapy provider in New York, New Jersey or Indiana, give us a call at (732) 402-0297. Our dedicated team is ready to help and we will treat you like family.