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ERIC Number: EJ1048941
Record Type: Journal
Publication Date: 2015-Feb
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0271-1214
Using Most-to-Least Prompting and Contingent Consequences to Teach Numeracy in Inclusive Early Childhood Classrooms
Davenport, Lisa A.; Johnston, Susan S.
Topics in Early Childhood Special Education, v34 n4 p250-261 Feb 2015
Mathematics and numeracy are valuable cognitive learning areas that need to be addressed during the early childhood years. The purpose of this study was to examine the effectiveness of an intervention strategy comprised of creating opportunities, prompting, providing consequences, and prompt fading when teaching preschool children with disabilities numeracy/math skills in the context of identified classroom activities. A single subject multiple-baseline probe design within participants, replicated across three participants, was used to explore the effects of the intervention. The results of this study support the use of the strategy within inclusive preschool settings.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A