Heather B. Levingston, Nancy A. Neef, & Traci M. Cihon. (2009).
The effects of teaching precurrent behaviors on children’s solution of
multiplication and division word problems.
Journal of Applied Behavior Analysis,
42, 361-367.
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.
DESCRIPTORS: mathematics, precurrent behaviors, problem solving, word problems