Establishment of Preference for Math Activities over Play-Doh® in Four Preschool Students.
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| Title: | Establishment of Preference for Math Activities over Play-Doh® in Four Preschool Students. |
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| Authors: | Maurilus, Emmy N. (AUTHOR), Greer, R. Douglas (AUTHOR) |
| Source: | Journal of Behavioral Education. Mar2026, Vol. 35 Issue 1, p317-339. 23p. |
| Subjects: | Mathematics education (Early childhood), Classical conditioning, Observational learning, Preschool children, Educational outcomes, Contingency management |
| Abstract: | Given the importance of early math instruction on later reading and math ability (Claessens and Engel in Teach Coll Rec 115:1–29, 2013), we sought to determine whether preschoolers' preference for math could be changed. A counterbalanced pre- and post-intervention ABAB/BABA design and a delayed multiple probe across dyads design were used to test the effect of an individualized reinforcement intervention on the indirect and direct reinforcement value of math. Indirect measures referred to the participants' rate of responding to a performance task during a 1-min timing when Play-Doh® was delivered as a consequence compared to when math problems were delivered as a consequence. Direct measures referred to the number of 5-s intervals (out of 60) each participant completed math when given both math worksheets and Play-Doh®. Preference for math was defined as selecting math for 80% of intervals. The individualized reinforcement intervention consisted of a sequence of procedures. First learn units were delivered, then stimulus–stimulus pairing, and then observational conditioning-by-denial, until a defined successful outcome resulted. Learn units alone were successful in establishing preference for math for two participants, while the stimulus pairing procedure was required for the remaining participants. The results suggest that increasing the reinforcement value of math is indeed possible for individuals as young as four years old and that different procedures are necessary for different students. These results strengthen the need for further research on the possible impact on rate of learning math and literacy. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Given the importance of early math instruction on later reading and math ability (Claessens and Engel in Teach Coll Rec 115:1–29, 2013), we sought to determine whether preschoolers' preference for math could be changed. A counterbalanced pre- and post-intervention ABAB/BABA design and a delayed multiple probe across dyads design were used to test the effect of an individualized reinforcement intervention on the indirect and direct reinforcement value of math. Indirect measures referred to the participants' rate of responding to a performance task during a 1-min timing when Play-Doh® was delivered as a consequence compared to when math problems were delivered as a consequence. Direct measures referred to the number of 5-s intervals (out of 60) each participant completed math when given both math worksheets and Play-Doh®. Preference for math was defined as selecting math for 80% of intervals. The individualized reinforcement intervention consisted of a sequence of procedures. First learn units were delivered, then stimulus–stimulus pairing, and then observational conditioning-by-denial, until a defined successful outcome resulted. Learn units alone were successful in establishing preference for math for two participants, while the stimulus pairing procedure was required for the remaining participants. The results suggest that increasing the reinforcement value of math is indeed possible for individuals as young as four years old and that different procedures are necessary for different students. These results strengthen the need for further research on the possible impact on rate of learning math and literacy. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10530819 |
| DOI: | 10.1007/s10864-025-09587-7 |
