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TEACHING COIN SUMMATION TO THE MENTALLY RETARDED 1
Author(s) -
Lowe Margaret L.,
Cuvo Anthony J.
Publication year - 1976
Publication title -
journal of applied behavior analysis
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.1
H-Index - 76
eISSN - 1938-3703
pISSN - 0021-8855
DOI - 10.1901/jaba.1976.9-483
Subject(s) - mentally retarded , psychology , multiple baseline design , subject (documents) , value (mathematics) , sequence (biology) , arithmetic , mathematics education , statistics , developmental psychology , mathematics , psychiatry , computer science , chemistry , library science , intervention (counseling) , biochemistry
A procedure to teach four mild and moderately retarded persons to sum the value of coin combinations was tested. Subjects were first taught to count a single target coin, and then to sum that coin in combination with coins previously trained. Five American coins and various combinations were trained. Modelling, modelling with subject participation, and independent counting by the subject constituted the training sequence. The subjects improved from a mean pretest score of 29% to 92% correct at posttest. A four‐week followup score showed a mean of 79% correct. A multiple‐baseline design suggested that improvement in coin‐counting performance occurred only after the coin was trained. The results indicate that this procedure has potential for teaching the retarded to sum combinations of coins in 5 to 6 hr of instruction.