Using multiple exemplars for teaching number-numeral correspondence

Some structural aspects

Jay V Solnick, Donald M. Baer

Research output: Contribution to journalArticle

10 Citations (Scopus)

Abstract

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
Volume4
Issue number1
DOIs
StatePublished - 1984
Externally publishedYes

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Teaching
Preschool Children
Color
Therapeutics

ASJC Scopus subject areas

  • Psychiatry and Mental health
  • Rehabilitation

Cite this

Using multiple exemplars for teaching number-numeral correspondence : Some structural aspects. / Solnick, Jay V; Baer, Donald M.

In: Analysis and Intervention In Developmental Disablities, Vol. 4, No. 1, 1984, p. 47-63.

Research output: Contribution to journalArticle

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