Using Equivalence and Class-Specific Reinforcement to Teach Math Facts to Developmentally Disabled and Normally Developing Children

The present study will utilize an equivalence procedure using compound class-specific reinforcement to teach simple math facts including counting quantities and addition problems. Previous research in stimulus equivalence has suggested that class-specific reinforcers and components of compound reinforcers can become members of the equivalence class (Schomer, 2001; Ashford, 2003). Printed numerals, spoken number words, and printed number words will be used as class-specific reinforcers in training the matching of quantities of different configurations to each other and matching quantities of objects to simple addition facts. This study will use a match-to-sample procedure to train and test conditional discriminations and emergent relations involving mathematical stimuli. The experimental question addressed by this study is whether developmentally disabled and normally developing children can learn math facts using this equivalence procedure. If successful, this procedure holds great implications for classroom teaching efficiency in mathematics, an area where many students struggle, especially the developmentally disabled.