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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 Delays

Journal: International Journal of Basic and Applied Science (Vol.2, No. 1)

Publication Date:

Authors : ; ; ; ; ;

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;

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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

Last modified: 2013-05-19 14:44:21