ERIC Number: EJ980675
Record Type: Journal
Publication Date: 2012
Pages: 5
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0021-8855
EISSN: N/A
Using a Taped Intervention to Improve Kindergarten Students' Number Identification
Krohn, Katherine R.; Skinner, Christopher H.; Fuller, Emily J.; Greear, Corrine
Journal of Applied Behavior Analysis, v45 n2 p437-441 Sum 2012
A multiple baseline design across students was used to evaluate the effects of a taped numbers (TN) intervention on the number-identification accuracy of 4 kindergarten students. During TN, students attempted to name the numbers 0 through 9 on randomized lists before each number was provided via a tape player 2 s later. All 4 students showed immediate increases and reached 100% in number-identification accuracy. One student reached 100% accuracy after TN was supplemented with performance feedback, reinforcement, and overcorrection. (Contains 1 figure.)
Descriptors: Identification, Early Intervention, Kindergarten, Interpersonal Competence, Feedback (Response), Numeracy, Reinforcement, Instructional Effectiveness, Program Effectiveness, Audio Equipment, English Language Learners, Time Factors (Learning), Prompting, Young Children, Mathematics Instruction, Visual Stimuli
Society for the Experimental Analysis of Behavior. Available from: Department of Applied Behavioral Science. Kansas University, 1000 Sunnyside Avenue, Lawrence, KS 66045-2133. Tel: 785-841-4425; Fax: 785-841-4425; e-mail: behavior@mail.ku.edu; Web site: http://seab.envmed.rochester.edu/jaba/index.html
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A