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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

Author(s): Mustafa Al-Dahri | T. F. McLaughlin | K. Mark Derby | Jessieanna Belcher | Kimberly P. Weber

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

Volume: 2;
Issue: 1;
Start page: 98;
Date: 2013;
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Keywords: Model | lead | test | developmental delay | in preschool research | preschooler | rote counting | numeral recognition | rational counting | rewards | single case research design | error correction

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
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