EFFECTS OF HIGH‐PREFERENCE SINGLE‐DIGIT MATHEMATICS PROBLEM COMPLETION ON MULTIPLE‐DIGIT MATHEMATICS PROBLEM PERFORMANCE

Abstract

The purpose of this study was to examine the effects of a sequence of three single‐digit (1 digit × 1 digit) multiplication problems on the latency to initiate multiple‐digit (3 digit × 3 digit) multiplication problems for 2 students in an alternative education school. Data showed that (a) during the preference assessment, both students selected the single‐digit problems in a majority of the sessions, and (b) intervention resulted in a decrease in latency between problems for both students. Results are discussed in relation to using high‐preference sequences to promote behavioral momentum in academic content areas.