Articlegreen1977

TEACHING COIN EQUIVALENCE TO THE MENTALLY RETARDED1

Michael W. Trace · Anthony J. Cuvo · Judith L. Criswell

55 citations0/0 files storedJournal of Applied Behavior Analysis

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Behavioral and Psychological Studies Autism Spectrum Disorder Research Cognitive and developmental aspects of mathematical skills

Abstract

A program was designed to teach coin equivalence to mentally retarded adolescents. Coin equivalence was defined as choosing several different combinations of coins to equal specified target values. A pretest-posttest matched-groups design was employed with an experimental group receiving the monetary training, and a no-training control group. A multiple baseline across coin-counting responses was also incorporated in the experimental group. Training was divided into six stages, each teaching one specific method of combining coins to equal 10 target values from 5 cents through 50 cents. A three-component response chain was used, requiring (a) naming, (b) selecting and counting, and (c) depositing target monetary values into a coin machine. Experimental subjects improved significantly in coin equivalence performance and maintained their skill on follow up tests; control subjects did not.

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