This study examined the ability of preschool-age children to solve five format exemplars of number-numeral correspondence (e.g., mark the group with three things; color in three pictures). The children were given an initial series of probes in all five formats using a set of three numbers (e.g., 1, 2, and 3). One of the formats in which the child performed poorly was trained, and generalization to other formats was then examined by a second series of probes. The results indicated that some children were able to solve number-numeral correspondence problems in some formats and not in others; this deficiency was remediated by training in one, two or (at most) three format exemplars. Performance in two of the formats was highly correlated in 3 of 4 children, suggesting that there exists a response class structure of number-numeral correspondence. The theoretical and treatment implications of analyzing response structure are discussed.
|Original language||English (US)|
|Number of pages||17|
|Journal||Analysis and Intervention In Developmental Disablities|
|State||Published - 1984|
ASJC Scopus subject areas
- Psychiatry and Mental health