Using Direct Instruction Error Correction and a Match to Sample Procedure to Teach Three Kindergarten Students with Developmental Delays Number
- Authors
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Lisa Bishop
Author
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T. F. McLaughlin
Author
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K. Mark Derby
Author
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Karen Wuesthoff
Author
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- Keywords:
- match to sample, primary students, developmental delays, multiple baseline design, resource room
- Abstract
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The purpose of this study was to determine the efficacy of match to sample with error correction training procedure with three kindergarten students with developmental delays in an elementary resource room. The procedure was implemented to teach visual and verbal identification of randomly presented numbers from 1 to 30. The effects of the match to sample and direct instruction error correction
procedure were evaluated within a multiple baseline design across participants. During baseline, all of the participants had difficulty with number identification. The results indicated an increase in corrects and a decrease in errors for each of the participants when error correction and match to sample was employed. In addition, when the match to sample with error correction exercise was faded, no decrease in student performance occurred. The benefits of using match to sample with error
correction to teach number identification are discussed. - Downloads
- Published
- 2014-10-06
- Issue
- Vol. 3 No. 4 (2014)
- Section
- Articles