The Effects of a Direct Instruction Model, Lead, Test Counting Procedure on Mastery of Rote Counting by a Preschool Student with a Developmental Delay
Faculty Sponsor
Jennifer Neyman, Gonzaga University
Research Project Abstract
This study’s purpose evaluated the effects of the Model-Lead-Test teaching procedure on mastery of rote counting by a preschool student with a developmental delay in a Special Education Integrated preschool classroom. The participant was a four-year-old boy. Event recording within a changing criterion design was used to measure the effects of the Model-Lead-Test teaching procedure on the accuracy and speed of rote counting. The target behavior was correctly saying the numbers while rote counting one through ten within thirty seconds. The intervention consisted of the researcher first modeling and leading the participant through a number’s sequence. Then the participant counted independently and finally a correction procedure was implemented as needed. At the end of the study, the participant made clear improvement from 4 to 20 due to the successful results of a Model-Lead-Test intervention procedure.
Session Number
PS1
Location
Graves Gym
Abstract Number
PS1-h
The Effects of a Direct Instruction Model, Lead, Test Counting Procedure on Mastery of Rote Counting by a Preschool Student with a Developmental Delay
Graves Gym
This study’s purpose evaluated the effects of the Model-Lead-Test teaching procedure on mastery of rote counting by a preschool student with a developmental delay in a Special Education Integrated preschool classroom. The participant was a four-year-old boy. Event recording within a changing criterion design was used to measure the effects of the Model-Lead-Test teaching procedure on the accuracy and speed of rote counting. The target behavior was correctly saying the numbers while rote counting one through ten within thirty seconds. The intervention consisted of the researcher first modeling and leading the participant through a number’s sequence. Then the participant counted independently and finally a correction procedure was implemented as needed. At the end of the study, the participant made clear improvement from 4 to 20 due to the successful results of a Model-Lead-Test intervention procedure.
