Re: COUNTING PROGRAMS

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In a message dated 7/28/2004 11:49:01 AM Eastern Standard Time,

writes:

Message: 6

Date: Tue, 27 Jul 2004 20:35:51 -0500

From: " J.M. & M.E. Christian " <chri977@...>

Subject: counting objects

I am looking for programs/suggestions regarding teaching counting of objects

up to 10. Any suggestions?

[Non-text portions of this message have been removed]

Typically, I teach children to rotely count to any number up to 10 or 20

(depending on the age of the child). For example, if the child is going to

learn to count to 10, the first instruction to teach would be " Count to ten. "

Then a backward could be employed. The backward chain would be employed by

having the instructor state each number, followed by the child imitating each

number. Once the child is demonstrating this behavior consistently the

instructor then leaves off the last number and has the child " fill-in " the

blank.

Once the child demonstrates this behavior, enthusiastic reinforcement should be

provided. This would be followed by continuing the backward chain procedure

until the child is responding independently to the instruction, " Count to

10. "

If he child has a history of responding to textual cues, I have had success

with a number of children using the following procedure. Please note that

the children DO NOT Have to know the label of the number in order to use this

prompting procedure.

1. The instructor places number cards (that have been made out of 3x5 index

cards that have been cut in half) on the table.

2. The instructor points to the first number and says, " One " the child

should then imitate the instructor's model.

3. The instructor continues to point to each number and state its label

followed by the child imitating the instructor's model.

4. Once the child is imitating all of the numbers consistently, the

instructor then begins the count and does not state " 10, " instead the child

" fills-in " the number and then contacts reinforcement.

5. The instructor would then continue to employ backward chaining until the

child responded to the instruction " Count to 10 " with the instructor pointing

to each number card WITHOUT stating the number.

6. Once the child achieves mastery criterion, take the number 10 away and

continue the procedure. See if the child responds with " 10 " when the blank

space on the table is pointed to where the number card used to be.

7. Sometimes I have used blank cards in the place of the number cards and

pointed to each blank card as the child states the numbers.

8. Step 7 provides a segue into replacing the blank cards with unifix cubes

or other counting manipulatives. Then, the instruction can be changed to

" Count the blocks " and at this point the child has a good history of contacting

reinforcement for counting items on the table. Be sure that initially, the

child is counting objects in a left to right manner. Once this has been

achieved, begin to use the same number of blocks, but now place the blocks in

two

rows (e.g., one row of 7 one row of three) and be sure that the child can count

across the first row in left to right manner and then continue counting

along the second row again starting from the left. This provides the child with

practice of a skill that he/she will need later when they are expected to scan

text. It may also help them scan the stimuli in the field more effectively

during other programs where stimuli are presented.

I have worked with children that after following this procedure they could

be presented with the number cards and they responded correctly to the

instruction, " What number? " They have also responded correctly to the

instruction

" give me/touch the number ___). "

Also, if the child is doing well with either of the backward chaining

procedures noted above, after he/she masters one step, probe for generalization

across all the other steps in order to be sure that you are not trying to

" teach " something the child already " knows. " Once the probe has been conducted

you

can then continue your procedure at the child's current level of difficulty.

One more note: if the child has mastered the instruction, " Count to ten. " Be

sure to teach the child to respond to " Count to 4 " or " Count to 9 " or counting

to any number in order to be sure that you are not just teaching one rote

response that the child can never generalize.

Good luck.

-Ray Cepeda