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Previous research comparing the effectiveness of error-correction procedures has involved lengthy assessments that may not be practical in applied settings. We used an abbreviated assessment to compare the effectiveness of five error-correction procedures for four children with autism spectrum disorder or a developmental delay. During the abbreviated assessment, we sampled participants' responding with each procedure and completed the assessment before participants reached our mastery criterion. Then, we used the results of the abbreviated assessment to predict the most efficient procedure for each participant. Next, we conducted validation assessments, comparing the number of sessions, trials, and time required for participants to master targets with each procedure. Results showed correspondence between the abbreviated assessment and validation assessments for two of four participants and partial correspondence for the other two participants. Findings suggest that a brief assessment may be a useful tool for identifying the most efficient error-correction procedure for individual learners.

Participation in college classrooms remains low, despite evidence that increased participation contributes to better grades. Incorporating active student educational strategies may help combat poor participation. The Good Behavior Game is a tool for improving various behaviors of children and adolescents in schools. However, strategies similar to the Good Behavior Game have not yet been assessed with young adults in college classrooms. We used an alternating treatments design to evaluate effects of a modified version of the Good Behavior Game on participation across three introductory psychology courses at a public university. We collected baseline data on class participation and then compared two variations of the Good Behavior Game—one included delivering a preferred reward to individuals on the winning team and one did not include a reward. Incorporating components of the Good Behavior Game increased class participation with and without a preferred reward, relative to baseline. Students reported preferring the game with a reward relative to the game with no reward and not playing the game. Because class participation has been correlated with better course grades, incorporating features of the Good Behavior Game may be a feasible approach for improving college students’ education.