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Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish
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Using a taped intervention to improve kindergarten students' number identification.

Katherine R Krohn1, Christopher H Skinner, Emily J Fuller

  • 1University of Tennessee, USA. Katherine.Krohn@cchmc.org

Journal of Applied Behavior Analysis
|July 31, 2012
PubMed
Summary

The taped numbers intervention significantly improved kindergarten students' number identification skills. All students achieved 100% accuracy, demonstrating the intervention's effectiveness in early math education.

Keywords:
academic respondingconstant prompt delayearly interventionmathematics

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Area of Science:

  • Early Childhood Education
  • Educational Psychology
  • Special Education

Background:

  • Accurate number identification is foundational for early mathematical development.
  • Interventions targeting number recognition are crucial for students facing learning challenges.
  • Kindergarten is a critical period for developing foundational numeracy skills.

Purpose of the Study:

  • To evaluate the effectiveness of a taped numbers (TN) intervention on number-identification accuracy in kindergarten students.
  • To assess the impact of a structured, auditory-based intervention on early numeracy skills.
  • To determine if supplemental strategies enhance TN intervention outcomes.

Main Methods:

  • A multiple baseline design across four kindergarten students was employed.
  • The taped numbers (TN) intervention involved students identifying numbers from randomized lists, followed by auditory presentation.
  • Data on number-identification accuracy were collected before and during the intervention.

Main Results:

  • All four students demonstrated immediate and substantial improvements in number-identification accuracy.
  • All students reached 100% accuracy in identifying numbers 0 through 9.
  • One student required supplemental performance feedback, reinforcement, and overcorrection to achieve 100% accuracy.

Conclusions:

  • The taped numbers intervention is an effective method for improving number-identification accuracy in kindergarten students.
  • The TN intervention provides a structured approach to teaching number recognition, yielding high success rates.
  • Individualized support, including feedback and reinforcement, can further enhance intervention efficacy for some students.