The Effectiveness of a Delayed Model-Lead-Test and a Break Card on the Rational Counting Ability for a Preschool Student with Developmental Delays

Abstract

The purpose of the study was to evaluate the effectiveness of a Model-Lead-Test (MLT)
procedure and a break card intervention (BCI) on the ability to rationally count ten objects with
100% accuracy 90% of the time. The participant was a 3-year-old male preschool student.
Multiple baseline design was used across three sets of numbers (two sets of three, one set of
four) to evaluate the efficiency of the intervention. In addition to this procedure a break card
procedure was used to improve the efficiency of the number acquisition. Far more work was
completed as a result of the procedure than in other setting across the classroom. A multiple
baseline procedure was implemented across three sets of numbers to allow the learner to acquire
the skill of rationally counting in smaller chunks of information, which was developmentally
appropriate for the learner’s skill level. The participants ability to demonstrate the skill of
rationally counting to ten was found and all three steps where mastered. The procedures used
where easy to implement and employ in a classroom setting.