Using multiple exemplars for teaching number-numeral correspondence: Some structural aspects

Jay V Solnick, Donald M. Baer

Research output: Contribution to journalArticlepeer-review

10 Scopus citations


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 languageEnglish (US)
Pages (from-to)47-63
Number of pages17
JournalAnalysis and Intervention In Developmental Disablities
Issue number1
StatePublished - 1984
Externally publishedYes

ASJC Scopus subject areas

  • Psychiatry and Mental health
  • Rehabilitation


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