The Effectiveness of Model, Lead, and Test Technique with Real Money Coins toTeach Differentiation and Counting to a 16-Year-Old High School Student withMultiple Disabilities
Keywords:
Money Counting, Adolescent, Error Correction, Model Lead, and Test, Multiple Baseline Design, High School, Functional SkillsAbstract
The purpose of this study was to increase correct responses of coin amounts using model, lead,
and test (MLT) as a method of intervention. One-ninth grade student, diagnosed with Multiple
Disabilities that suffered from specific health impairments including seizures, cerebral palsy right
hemiplegia, and schizencephaly participated in our study. Real coins were used for the different
quantities presented to the student and the number of correct responses to the coin amounts was the
major dependent measure. A multiple baseline across sets was used to implement the MLT with the
student. The author of this study conducted the sessions with the student teacher of the classroom
providing reliability. The outcomes of the study indicated that the MLT for error correction with real coin
money was an effective way of improving the number of correct responses for coin quantity identification.
Generalization to the third set was found without the use of MLT error correction.
