The Effect of Model-Lead-Test Intervention Procedure on the Correct Number of Subtraction Problems Using Money for a 13-Year-Old Student with an Intellectual Disability in a Special Education Classroom
Faculty Sponsor
Jennifer M. Neyman, neyman@gonzaga.edu
Session Type
Poster Presentation
Research Project Abstract
The purpose was to evaluate the effectiveness of model-lead-test on the number of correct responses to money equations using change. The participant was a thirteen-year-old girl with intellectual disabilities in a special education classroom. The effects of the intervention were evaluated within a changing criterion design, which gradually increased the number of correct responses over three weeks. Correct responses were tracked using permanent product recording. For model-lead-test, the researchers first modeled or showed all the steps to solving the subtraction problem using coins. Then, they completed the problem with the participant. Finally, the participant completed the problem independently. Positive reinforcement was implemented for participation and correct responses. The participant increased her average number of correct responses and improved her confidence with borrowing in math. This study found that model-lead-test was a practical, inexpensive way to increase accuracy in money-related skills.
Session Number
PS1
Location
HUB Multipurpose Room
Abstract Number
PS1-j
The Effect of Model-Lead-Test Intervention Procedure on the Correct Number of Subtraction Problems Using Money for a 13-Year-Old Student with an Intellectual Disability in a Special Education Classroom
HUB Multipurpose Room
The purpose was to evaluate the effectiveness of model-lead-test on the number of correct responses to money equations using change. The participant was a thirteen-year-old girl with intellectual disabilities in a special education classroom. The effects of the intervention were evaluated within a changing criterion design, which gradually increased the number of correct responses over three weeks. Correct responses were tracked using permanent product recording. For model-lead-test, the researchers first modeled or showed all the steps to solving the subtraction problem using coins. Then, they completed the problem with the participant. Finally, the participant completed the problem independently. Positive reinforcement was implemented for participation and correct responses. The participant increased her average number of correct responses and improved her confidence with borrowing in math. This study found that model-lead-test was a practical, inexpensive way to increase accuracy in money-related skills.
