Analysis of precurrent skills in solving mathematics story problems.
We conducted an analysis of precurrent skills (responses that increase the effectiveness of a subsequent or "current" behavior in obtaining a reinforcer) to facilitate the solution of arithmetic word (story) problems. Two students with developmental disabilities were taught four precurrent responses (identifying the initial value, change value, operation, and resulting value) in a sequential manner. Results of a multiple baseline design across behaviors showed that the teaching procedures were effective in increasing correct performance of each of the precurrent behaviors with untaught problems during probes and that once the precurrent behaviors were established, the number of correct problem solutions increased.
College of Education, The Ohio State University, Columbus 43210, USA. neef.2@osu.edu
Nancy A
NA
Neef
Diane E
DE
Nelles
Brian A
BA
Iwata
Terry J
TJ
Page
D000328:Adult; D001521:Behavior Therapy / Q000379:methods; D004495:Education of Persons with Intellectual Disabilities / Q000379:methods*; D006801:Humans; D008297:Male; D008433:Mathematics; D009042:Motivation; D010043:Outcome and Process Assessment, Health Care; D011340:Problem Solving