THE EFFECTS OF MODEL, LEAD, AND TEST WITH REWARD TO TEACH A PRESCHOOL STUDENT WITH A DISABILITY TO IDENTIFY COLORS*

The purpose of this study was to teach color recognition to a 2 year 5 month child with developmental delays and examine the effectiveness of active student responding and error correction when teaching colors. A multiple baseline across colors (three colors at a time) was usedto evaluate the effects of the model, lead, and test (MLT) procedure and a reward. During baseline, the student scored less than 50% for all but one color and no help was given but a reward at the endof the session was given for answering and sitting. During intervention, a model, lead, and test procedure was employed with the reward. The results suggested that after several repetitions and areinforcing learning tool (colored bears) the student was able to point to or vocalize the correct color. A return to baseline for one of the participants did not lead to a decrease in labeling orpointing to the colors trained.