Using Most-to-Least Prompting and Contingent Consequences to Teach Numeracy in Inclusive Early Childhood Classrooms

Autor/inn/en	Davenport, Lisa A.; Johnston, Susan S.
Titel	Using Most-to-Least Prompting and Contingent Consequences to Teach Numeracy in Inclusive Early Childhood Classrooms
Quelle	In: Topics in Early Childhood Special Education, 34 (2015) 4, S.250-261 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121413518824
Schlagwörter	Early Childhood Education; Inclusion; Prompting; Contingency Management; Early Intervention; Preschool Children; Disabilities; Numeracy; Mathematics Skills; Class Activities; Generalization; Outcome Measures; Likert Scales; Teaching Methods; Academic Achievement; Classroom Techniques; Program Effectiveness; Program Evaluation; Educational Opportunities + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Inklusion; Benutzerführung; Krisenbewältigung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Handicap; Behinderung; Rechenkompetenz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Likert-Skala; Teaching method; Lehrmethode; Unterrichtsmethode; Schulleistung; Klassenführung; Programme evaluation; Programmevaluation; Bildungsangebot; Bildungschance
Abstract	Mathematics and numeracy are valuable cognitive learning areas that need to be addressed during the early childhood years. The purpose of this study was to examine the effectiveness of an intervention strategy comprised of creating opportunities, prompting, providing consequences, and prompt fading when teaching preschool children with disabilities numeracy/math skills in the context of identified classroom activities. A single subject multiple-baseline probe design within participants, replicated across three participants, was used to explore the effects of the intervention. The results of this study support the use of the strategy within inclusive preschool settings. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01