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. 2009 Summer;42(2):361-7.
doi: 10.1901/jaba.2009.42-361.

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

Heather B Levingston  1 , Nancy A Neef, Traci M Cihon
Affiliations

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

Heather B Levingston et al. J Appl Behav Anal. 2009 Summer.

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.

Keywords: mathematics; precurrent behaviors; problem solving; word problems.

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Figures

Figure 1
Figure 1
The percentage of correct responses during mathematics probes across baseline, intervention, and generalization conditions for Matt (left) and Maddix (right).
See this image and copyright information in PMC

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