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A Taped Intervention To Improve Kindergarten Students’ Number Identification

you are to pProvide a detailed analysis of the following article:

Using A Taped Intervention To Improve Kindergarten Students’ Number Identification

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3405940/

by Katherine R Krohn, Christopher H. Skinner, Emily J. Fuller, and Corrine Greear

The analysis should be a minimum of 2 pages in length, presented in APA formatting, and contain the following information:

  1. The rationale for the study.

  2. A brief description of the method and results.

  3. An evaluation of whether the study was consistent with the goals of behavior analysis as a science (why or why not).

  4. Discuss how the study addressed the dimensions of ABA.

  5. A summary of the lessons learned from the study and if there is an application to future practice or research.

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Sample Answer

 

 

 

This analysis examines the article “Using A Taped Intervention To Improve Kindergarten Students’ Number Identification” by Krohn et al. (2012), focusing on the study’s rationale, methodology, alignment with behavior analysis principles, and implications for future research and practice.

1. Rationale

The rationale for the study centers on the importance of early number identification skills for later mathematical development (Geary, 2000). The authors highlight the need for efficient interventions to improve these skills in kindergarten students. Their chosen method, a taped intervention, offers potential benefits such as low cost, ease of implementation, and potential for use in diverse settings (McCallum & Schmitt, 2011). This study aimed to evaluate the effectiveness of a taped intervention in improving kindergarten students’ number identification accuracy

Full Answer Section

 

 

 

The study aligns with several key principles of behavior analysis as a science. Here’s how:

  • Operational Definitions: The dependent variable (number identification accuracy) and independent variable (taped intervention) were clearly defined, allowing for objective measurement and replication.
  • Direct Observation: The study relied on direct observation of student responses to measure accuracy, providing a reliable assessment of the intervention’s effect.
  • Experimental Manipulation: The introduction of the taped intervention during the intervention phase served as a controlled manipulation of the independent variable, allowing for the isolation of its impact.
  • Replication Across Participants: The use of a multiple baseline design across four participants strengthens the study’s internal validity by demonstrating the intervention’s effectiveness for different individuals.

4. Addressing the Dimensions of ABA

The study primarily addresses the applied dimension of behavior analysis by focusing on a practical intervention to improve a specific behavior (number identification) in a real-world setting (kindergarten classroom). While the study does not explicitly mention a detailed functional behavior assessment to identify potential reasons for the initial difficulties, it demonstrates the effectiveness of a specific intervention strategy.

5. Lessons Learned and Future Application

The study provides valuable insights for both research and practice. Lessons learned include:

  • A taped intervention can be an effective and efficient way to improve number identification in kindergarten students.
  • This approach aligns with behavior analysis principles and offers potential for wider implementation due to its simplicity and ease of use.

Applications for future practice include:

  • Integrating taped interventions into existing classroom routines as a supplemental learning tool.
  • Investigating the effectiveness of taped interventions for other academic skills.
  • Exploring the potential for tailoring taped interventions to individual student needs.

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