Neef, N. A., Nelles, D. E., Iwata, B. A., & Page, T. J. (2003).
Analysis of precurrent skills in solving mathematics story problems.
Journal of Applied Behavior Analysis,
36, 21-33.
We conducted an analysis of precurrent skills (responses that
increase the effectiveness of a subsequent or "current"
behavior in obtaining a reinforcer) to facilitate the solution of
arithmetic word (story) problems. Two students with developmental
disabilities were taught four precurrent responses (identifying
the initial value, change value, operation, and resulting value)
in a sequential manner. Results of a multiple baseline design
across behaviors showed that the teaching procedures were
effective in increasing correct performance of each of the
precurrent behaviors with untaught problems during probes and
that once the precurrent behaviors were established, the number
of correct problem solutions increased.
DESCRIPTORS: _precurrent behavior, problem solving, mathematics,
story problems, developmental disabilities