Abstract
Study objective : Sequence production was used to teach the concepts of "big" and "little" relating to quantities and numerals to a student with severe intellectual disabilities. The teaching procedure was evaluated by a computer. Design : Pre-test, training, post-test, and follow-up probe tests were conducted. Setting : A series of 30-minute training and test sessions was conducted in a training room at the university once a week. Participant : A student with severe intellectual disabilities attending a high school for youth with special needs. Independent variables : The training was conducted in 2 stages, including sequence production with the quantity stimulus and a corresponding auditory stimulus, "big" and "little". Measures : The number of correct responses in the pre-test, post-test, and follow-up matching of "big" and "little" to numerals and quantities. Results : The results of the pre- and post-tests suggested that sequence production training was effective in teaching the concept of "big" and "little" relating to quantities and numerals. However, it failed in the follow-up with the numeric stimuli. Conclusion : The results suggest that sequence production training was partially effective in teaching the concept of "big" and "little" relating to quantities and numeric stimuli.
