The effects of teaching precurrent behaviors on children's solution of multiplication and division word problems.

Journal of Applied Behavior Analysis
Heather B LevingstonTraci M Cihon

Abstract

We examined the effects of teaching overt precurrent behaviors on the current operant of solving multiplication and division word problems. Two students were taught four precurrent behaviors (identification of label, operation, larger numbers, and smaller numbers) in a different order, in the context of a multiple baseline design. After meeting criterion on three of the four precurrent skills, the students demonstrated the current operant of correct problem solutions. These skills generalized to novel problems. Correct current operant responses (solutions that matched answers revealed by coloring over the space with a special marker) maintained the precurrent behaviors in the absence of any other programmed reinforcement.

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Citations

Mar 8, 2018·Journal of Applied Behavior Analysis·Sarah E Frampton, M Alice Shillingsburg
Sep 3, 2010·Journal of Applied Behavior Analysis·Tracie B MannEdward K Morris
Jun 14, 2018·Frontiers in Psychology·Edgar GalindoMarcus Stück
Nov 19, 2018·The Analysis of Verbal Behavior·Judah B AxeCaitlin L Irwin

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