The purpose of a correction procedure is to help get the correct response paired with the SD.  Many therapists will remember to prompt to get the correct response, but forget to come back to it and get the correct response unprompted with the SD.  This needs to be done after a known distractor SD.

The distractor gives the child something else to think about and then try again with the original SD.  You should repeat the steps until you get an unprompted correct response. It is important to get it paired with the SD so that eventually it will become more spontaneous.

With my son, we found that if we were doing a expressive trial, "What is this?" or "What is your name?", we had to make sure the distractor trial was also expressive.  We gave a known item and asked "What is this"?  This was because my son had the tendency to repeat the last thing he heard.  Then when we went back to the original SD, and he would say something different than he had just said.

Some suggested guidelines for different situations are:

EX.

SD1 - "What is this?" (pointing at shirt)

SD2 - "What is this?" (pointing at shoe)

	Antecedent	Behavior	Consequence
1.	SD1	incorrect/no response	distinctly end trial
2.	SD1 - Prompted	student gives response	supportive reinforcement
3.	SD1	correct response/ unprompted	good reinforcement
4.	SD2 - Known Distractor	correct response	reinforcement
5.	SD1 again	correct response	best reinforcement

For more information on proper correction procedures see A Work In Progress by Ron Leaf and John McEachin.

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