Effects of a modified di flashcards for number recognition 1 through 10 for a preschool child with developmental delays
- Country : USA
- Subject : Special Education
Abstract
Direct instruction is an evidenced teaching method for instruction for a wide range of skills. This study examined the effects of the Direct Instruction (DI) flashcard system with a five- year-old boy in a special education preschool classroom. The DI flashcard system was evaluated in a multiple baseline design across three sets of numbers. The dependent variable was the number of correct responses. An increase in number recognition was found in all three sets containing numbers 1 through 10. By the end of the study, our participant had mastered all the numbers in the sets. Therefore, increasing his knowledge of number recognition. The benefits of employing DI flashcards in a preschool setting were discussed.
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