The purpose of this study was to evaluate the effects of using the Direct Instruction flashcards method to teach the name of the shapes and the model-lead-test teaching procedure to teach sorting by shape to a preschool student. The student was a 3-year-old student who does not have a diagnosis but qualified for cognitive, fine motor, communication, and social/emotional services in his IEP. The student showed a range of abilities during baseline and his performance morphed the study into its final project. The student achieved mastery throughout each portion of the intervention and showed maintenance even weeks after the study concluded. The materials used to complete this case report were provided by the cooperating teacher. The implementation of the our procedures was easy and already part of the ongoing instruction in the classroom. Finally, more rigorous experimental design could have been utilized.
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