Benefits of an Intervention Focused on Oddity and Seriation

Kidd, Julie K.; Curby, Timothy W.; Boyer, Caroline E.; Gadzichowski, K. Marinka; Gallington, Deborah A.; Machado, Jessica A.; Pasnak, Robert

doi:10.1080/10409289.2011.621877

Cited by 8 publications

(8 citation statements)

References 38 publications

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“…The WJ‐III ACH/NU is a comprehensive assessment of cognitive abilities and academic skills for individuals as young as 2 years old and up to 90 years old. Its specific uses include testing for educational planning and performance beginning at the preschool years, and it is widely used with children in the preschool age‐range (Kidd et al ; McClelland et al ; Purpura et al ). Three academic subdomains were administered for the present study: Letter‐Word Identification (LW‐ID), Applied Problems and Quantitative Concepts.…”

Section: Methodsmentioning

confidence: 99%

Executive function and academic achievement in primary – grade students with Down syndrome

Will

Fidler

Daunhauer

et al. 2016

J intellect Disabil Res

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Section: Methodsmentioning

confidence: 99%

Executive function and academic achievement in primary – grade students with Down syndrome

Will

Fidler

Daunhauer

et al. 2016

J intellect Disabil Res

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“…Hence, being able to select the odd or least numerous stimulus when stimuli differ in one dimension does not imply, for humans or animals, that one has the capability of applying it to other stimulus dimensions. Indeed, Kidd et al (2012) found that children who were taught to apply the oddity or least numerous relationship to shapes needed substantial additional instruction to apply it to size, and still more to apply it to the dimension of orientation.…”

Section: Resultsmentioning

confidence: 99%

“…Having mastered the training problems, the animals must then be tested to demonstrate that they have learned to respond to that relationship by solving on the first trial new problems that can only be solved via application of that relationship (Strong & Hedges, 1966;Thomas & Noble, 1988). The same is true for human children (Kidd et al 2012;Kidd, Pasnak, Gadzichowski, Ferral-Like, & Gallington, 2008). Halford (1993) has pointed out that just how learning sets enable relational responding has never been determined, although Harlow (1959), Gagné (1968), and Gagné and Paradise (1961) have offered partial explanations.…”

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confidence: 99%

Response to stimulus relations by a dog (Canis lupus familiaris)

2016

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A malamute-husky mixed-breed dog was trained to distinguish one object that differed from three others that were identical to each other. The dog progressed rapidly after an effective shaping procedure, requiring 37 training sessions to master 20 such problems to a criterion of 90 %. The dog subsequently scored 80 % correct on the first trials with new problems that required a reversal of previously correct choices. The dog then scored 70 % correct on his first trials with 20 new problems composed of entirely new objects. Both performances are far above chance. Consequently, we conclude that choosing the odd or least numerous object in a group is within the capacity of the domestic dog.

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“…There is some research on the use of specific instructional practices to teach early math skills. These studies included the use of different types of activities and instructional procedures, including using board games to teach ordinality (Ramani & Siegler, 2008, 2011; Ramani, Siegler, & Hitti, 2012; Siegler & Ramani, 2008, 2009), using structured tasks to teach classification and seriation (Ciancio, Rojas, McMahon, & Pasnak, 2001; Kidd et al, 2012; Pasnak, Greene, Ferguson, & Levit, 2006), and using constant time delay to teach counting, numeral and number word identification, and telling time (Daugherty, Grisham-Brown, & Hemmeter, 2001; Holcombe, Wolery, & Werts, 1993).…”

Section: Early Math Curricula and Instructionmentioning

confidence: 99%

Systematic Instruction of Early Math Skills for Preschoolers at Risk for Math Delays

Hardy

Hemmeter

2018

Topics in Early Childhood Special Education

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Early math instruction is the subject of increasing attention by early childhood researchers. There is evidence to suggest that early math skills are highly predictive of later academic achievement but that there are disparities in early math skills among young children. The purpose of this study was to examine the effectiveness of a systematic instructional procedure on early math skills with two preschoolers who were at risk for math delays. Target math skills were selected based on the individual needs of each child and included sorting, patterning, and shape manipulation. The instructional procedure was effective for helping two children acquire early math skills, with a functional relation demonstrated for each participant. There were mixed results for generalization and maintenance. Contributions to the literature, limitations, and implications for research and practice are discussed. Keywords at risk for developmental delays/disabilities, disability populations, intervention strategies, single-subject designs, experimental studies, research methodologies Research Question 1: Is a systematic modeling and prompting procedure effective in helping preschoolers acquire, generalize, and maintain discrete early math skills? Research Question 2: What is the social validity of the intervention and its effects? Method Participants Three children were recommended by their classroom teacher as meeting the following inclusion criteria: (a) 36 to

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Benefits of an Intervention Focused on Oddity and Seriation

Cited by 8 publications

References 38 publications

Executive function and academic achievement in primary – grade students with Down syndrome

Executive function and academic achievement in primary – grade students with Down syndrome

Response to stimulus relations by a dog (Canis lupus familiaris)

Systematic Instruction of Early Math Skills for Preschoolers at Risk for Math Delays

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