The purpose of this study was to teach a 4-year-old preschooler with developmental disabilities number quantity. Demonstrating an understanding in number quantity is a component part in the hierarchy of math in the public schools. A student must obtain this skill before moving on to a general education classroom kindergarten. This study was also carried out to support the math skills and the student’s transition to kindergarten in the following year. The model, lead, and test error correction strategy from direct instruction was paired with a reward to teach our participant number quality. A multiple baseline design across three groups of number was employed to evaluate our intervention. The overall results indicated increases in student performance during model, lead, and test with a reward.
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Author Name: Anna Mortensen, T. F. McLaughlin, Jennifer Neyman, Barb Girshick
URL: View PDF
Keywords: model, lead, and test, error correction, rewards, numeracy, number quantity, preschooler, developmental delays
ISSN: 2350–7756
EISSN: 2350-8442
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