THE DIFFERENTIAL EFFECTS OF DIRECT INSTRUCTION FLASHCARDS AND MATH RACETRACK ON NUMBER IDENTIFICATION FOR THREEAND MATH RACETRACK ON NUMBER IDENTIFICATION FOR THREE PRESCHOOL STUDENTS WITH DISABILITIES

The purpose of this study was to determine the effectiveness of DI flashcards and a math racetrack procedure on the number identification for three children in a special education preschoolprogram. A multiple baseline across number groups and participants; with a variation in the ratio of mastered to unknown number facts around the racetrack was employed. About half way through the study, when a student appeared to loss interest and motivation, an alternative reward was put in place in hopes of increasing his performance. Unfortunately, the change of reward was found tobe unsuccessful, and this intervention was not seen as successful with this particular student. The results for the other two participants indicated that the DI flashcards and math racetrack wereeffective in increasing the accuracy, fluency and retention of the identifying basic numbers. Data collection was very practical and easy to implement in a school setting.