THE EFFECTS OF USING DIRECT INSTRUCTION AND MODEL, LEAD AND TESTWITH FOUR YOUNG ADULTS WITH DEVELOPMENTAL DISABILITIES

Abstract

The purpose of this study was to increase the fluency and accuracy on think to
say for coin identification, counting and giving change with four 20-year-old-students
with developmental disabilities. The study was conducted in a special education
classroom located at a community college campus in the Pacific Northwest. The
behaviors measured were corrects and errors for money skills. These behaviors were
measured almost daily. The students were taught using the model, lead, and test (MLT)
error correction procedure. The results showed an increase of correct responses and a
decrease in errors. Systematic instruction and MLT were shown to be an effective way
to increase coin identification, how to give the proper dollar amounts, and how to give
proper change with four 20-year-old students with developmental disabilities. The ease
of employing these procedures was also highlighted