Improving
Simple Addition Efficiency in Chinese Children with Mental Retardation
J.-P. Leung |
Three Chinese children with mental retardation were trained single-digit
addition without carrying (or regrouping) using the microcomputer.
The major objective was to foster an automatic and accurate response
in these children when they were presented with simple addition problems.
The training program incorporated a number of behavioral instruction
techniques including demonstration, repetitive practice, corrective
feedback, and token reinforcement. The instruction was conducted
through a personal computer. To evaluate the training effect, a multiple-baseline
across subjects design with followup was employed. Results showed
that the children's response latency and accuracy in single-digit
addition improved with training and their performances were maintained
at 12th week following training. Generalization data showed a direct
transfer from the computer to a paper-and-pencil task. When the additions
were presented in a horizontal rather than vertical form, children
had to be prompted before transfer took place. |