IMPROVING SIMPLE ADDITION EFFICIENCY IN CHINESE CHILDREN WITH MENTAL-RETARDATION

Three Chinese children with mental retardation were trained single-dig it addition without carrying (or regrouping) using the microcomputer. The major objective was to foster an automatic and accurate response i n these children when they were presented with simple addition problem s. The training program incorporated a number of behavioral instructio n techniques including demonstration, repetitive practice, corrective feedback, and token reinforcement. The instruction was conducted throu gh a personal computer. To evaluate the training effect, a multiple-ba seline across subjects design with followup was employed. Results show ed that the children's response latency and accuracy in single-digit a ddition improved with training and their performances were maintained at 12th week following training. Generalization data showed a direct t ransfer from the computer to a paper-and-pencil task. When the additio ns were presented in a horizontal rather than vertical form, children had to be prompted before transfer took place.