This work was completed with the support of the Korn Learning Assessment and Social Skills Center at the University of Tennessee.
USING A TAPED INTERVENTION TO IMPROVE KINDERGARTEN STUDENTS' NUMBER IDENTIFICATION
Article first published online: 27 FEB 2013
2012 Society for the Experimental Analysis of Behavior
Journal of Applied Behavior Analysis
Volume 45, Issue 2, pages 437–441, Summer 2012
How to Cite
Krohn, K. R., Skinner, C. H., Fuller, E. J. and Greear, C. (2012), USING A TAPED INTERVENTION TO IMPROVE KINDERGARTEN STUDENTS' NUMBER IDENTIFICATION. Jnl of Applied Behav Analysis, 45: 437–441. doi: 10.1901/jaba.2012.45-437
- Issue published online: 27 FEB 2013
- Article first published online: 27 FEB 2013
- Received November 23, 2010, Final acceptance October 31, 2011
- early intervention;
- academic responding;
- constant prompt delay
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.