An Evaluation of the Direct Instruction Model-Lead-Test Procedure and Rewards on Rote Counting, Number Recognition and Rational Counting with a Preschool Student with Developmental DelaysJournal: International Journal of Basic and Applied Science (Vol.2, No. 1)
Publication Date: 2013-07-25
Authors : Mustafa Al-Dahri; T. F. McLaughlin; K. Mark Derby; Jessieanna Belcher; Kimberly P. Weber;
Page : 98-109
Keywords : Model; lead; test; developmental delay; in preschool research; preschooler; rote counting; numeral recognition; rational counting; rewards; single case research design; error correction;
Math is considered very important in our life and culture. Understanding the concepts and strategies is highly important in to being a contributing member of society. It can be struggle for children in a special education preschool program to master these concepts. We evaluated the effects of direct instruction Model-Lead-Test (MLT) with a reward system for children in a special education preschool program’s rote counting, number recognition and rational counting curriculum. The results indicated that MLT with rewards gradually increased the student’s performance. When Set 3 was modified, the participant made no errors on sessions 15-17 and with sessions 18-20. When the last three numbers were added, the participant’s performance was variable. When maintenance was evaluated, the child’s performance for rote and rational counting was maintained
Other Latest Articles
- Multi-frequency Measurement of Electrical Bioimpedance of Bone to assess Bone Mineral Density?
- FACTS INCLUSION BIOINFORMATICS: MODERN EFFORTS AND DISPUTE?
- Swarm Intelligence for Network Communication Routing
- Evaluation of the Production of Oxalic Acid from Some Solid Industrial Wastes in Nigeria
- Adsorptive Removal of Phenolics from Wastewater; A Review
Last modified: 2013-05-19 14:44:21