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The Effects of Using Direct Instruction to Teach Coin Counting and Giving Change with a Young Adult: A Case Report

Author(s): Masami Watanabe | T. F. McLaughlin | Kimberly P. Weber | Lorraine Shank

Journal: International Journal of Basics and Applied Science
ISSN 2301-4458

Volume: 2;
Issue: 1;
Start page: 150;
Date: 2013;
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Keywords: Direct Instruction | IMAGES | Intellectual Disabilities | Learning Disabilities | Money Counting Skills | Special Education Classroom

The purpose of this study was to increase the fluency and accuracy on think to say for coin counting and giving change for one 20-year-old-student with learning disabilities. The study was conducted in a special education classroom on a community college campus in the Pacific Northwest. The two behaviors measured were corrects and errors on a money-change worksheet. The behavior was measured almost daily. The student was taught using Direct Instruction, which included a model, lead, and test procedure. The results showed a clear increase of corrects and a decrease in errors for our participant. The benefits of Direct Instruction clearly demonstrated that a 20-year-old student with learning disabilities could be taught to count coins and give correct change.
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