title: Using a taped intervention to improve kindergarten students' number identification.
abstract: A multiple baseline design across students was used to evaluate the effects of a taped numbers (TN) intervention on the number-identification accuracy of 4 kindergarten students. During TN, students attempted to name the numbers 0 through 9 on randomized lists before each number was provided via a tape player 2 s later. All 4 students showed immediate increases and reached 100% in number-identification accuracy. One student reached 100% accuracy after TN was supplemented with performance feedback, reinforcement, and overcorrection.
authors: University of Tennessee, USA. Katherine.Krohn@cchmc.org
authors: Katherine R
authors: KR
authors: Krohn
authors: Christopher H
authors: CH
authors: Skinner
authors: Emily J
authors: EJ
authors: Fuller
authors: Corrine
authors: C
authors: Greear
mesh_terms: D002675:Child, Preschool; D018479:Early Intervention, Educational; D004522:Educational Status; D030141:Feedback, Psychological; D005260:Female; D006801:Humans; D008297:Male; D008433:Mathematics; D012054:Reinforcement, Psychology; D013637:Tape Recording