Abstract
This series of translational studies investigated the effects of programmed treatment-integrity errors on skill acquisition for typically developing children during trial-and-error instruction for auditory-visual conditional discriminations. In Experiment 1, we examined the effects of errors of omission and commission with reinforcement delivery during 17% to 18% of trials compared to high-integrity instruction and a control condition. Programmed treatment-integrity errors impacted the efficiency of instruction. In Experiment 2, we increased the percentage of trials with errors of omission and commission to 20% to 30%. Higher percentages of errors of omission and commission impacted the efficiency of instruction for one participant and the efficacy of instruction for the other participant.
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