THE EFFECTS OF DI FLASHCARDS WITH A DI DISCRIMINATION AND MATCH TO SAMPLE ON LETTER IDENTIFICATION FOR FOUR PRESCHOOL STUDENTS WITH DOCUMENTED DEVELOPMENTAL DELAYS
- Authors
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Elizabeth Fitting
Author
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T. F. McLaughlin
Author
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K. Mark Derby
Author
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Jessieanna Blecher
Author
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- Keywords:
- preschool students with disabilities, letter names, flashcards, match to sample, discrimination, tangible reinforcers, Direct instruction, model, lead, test, data based decision making
- Abstract
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The purpose of this study was to determine if the use of Direct Instruction (DI) flashcards combined with reinforcement, was effective at teaching a student to identify the letters of the alphabet. When the DI flashcard intervention did not improve student performance, a DI discrimination and match to sample paired with reinforcement were employed to teach our participants to recognize the 26 letters of the alphabet. A multiple baseline across letter sets was used. The study was conducted in a self-contained special education preschool classroom in a public school located in the Pacific Northwest. Low levels of improvement with the use of the DI flashcards, led to the decision to change the intervention to the DI discrimination and a match to sample procedure. Learning was not consistent amongst participants, but they all improved from their baseline performance. This study suggests that the use of DI discrimination and a match to sample method were effective at teaching preschool aged students to identify letters.
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- Published
- 2013-04-08
- Issue
- Vol. 2 No. 2 (2013)
- Section
- Articles