The variability consisted inthe emission of category item names under different sequences. As a result, the targets were established for both children. For one of them, the procedure without instructive feedback was slightly better because errorless intraverbal performance was established first. Demonstrations of response variability occurred in more teaching sessions. In the case of the other child, it was the opposite (the procedure with instructive feedback was better). Data were discussed as to possibilities for future studies. |
