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Increasing money-counting skills with a student with brain injury: skill and performance deficits
Daniel M Fienup1, Dipti Mudgal, Gary Pace
1Queens College and the Graduate Center of the City University of New York, New York 11367, USA. gelesballesteros@yahoo.es
Primary Objective:
Two studies examined the effectiveness of interventions designed to increase money-counting skills of a student with brain injury. Both skill and performance hypotheses were examined.
Research Design:
Single subject designs were used to evaluate interventions, including a multiple-baseline across counting paper and coin money (study 1) and a changing criterion design (study 2).
Procedures:
In study 1, it was hypothesized that the student had a skill deficit; thus, the participant was taught organizational strategies for counting money. In study 2, a performance deficit was hypothesized and the effects of contingent rewards were evaluated.
Results:
In study 1, organizational strategies increased organized counting of money, but did not affect counting accuracy. In study 2, contingent rewards increased accurate money counting.
Conclusions:
When dealing with multi-step behaviours, different components of behaviour can be controlled by different variables, such as skill and performance deficits. Effective academic interventions may need to consider both types of deficits.
