Systematic Modeling and Prompting to Teach Math Skills to Preschoolers with Disabilities

Autor/inn/en	Hardy, Jessica K.; Hemmeter, Mary Louise
Titel	Systematic Modeling and Prompting to Teach Math Skills to Preschoolers with Disabilities
Quelle	In: Topics in Early Childhood Special Education, 43 (2023) 2, S.103-115 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/02711214211012772
Schlagwörter	Preschool Children; Disabilities; Mathematics Skills; Developmental Delays; Skill Development; Early Intervention; Models; Prompting; Language; Cognitive Development + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Handicap; Behinderung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Entwicklungsverzögerung; Kompetenzentwicklung; Qualifikationsentwicklung; Analogiemodell; Benutzerführung; Languages; Sprache; Kognitive Entwicklung
Abstract	Early math skills predict later academic achievement and are of critical importance in preschool. There also are discrepancies in early math skills of preschoolers with disabilities compared with their typically developing peers. We used an experimental single-case research design, multiple probe across skills, to investigate the effectiveness of systematic modeling with mathematical language and a prompting procedure on increasing the early math skills of two preschoolers with disabilities or delays. A functional relation was observed for one participant. Equivocal findings may be due to the following: (a) challenges in assessing early math skills, which may have affected the identification of appropriate target skills, and (b) the involvement of multiple developmental domains in performing math skills, which may have affected the demonstration of target behaviors for the participant with significant fine motor and language delays. (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: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01