52 Using a Model, Lead, Test Error Correction Procedure with Consequences and 1:1 Correspondence to Increase the Number of Objects a 4-Year-Old Preschool Student Could Count Haylee Rene Carnes 1 , T. F. McLauglin 2 , K. Mark Derby 3 , Alison Clark 4 1-3 Gonzaga University hcarnes@zagmail.gonzaga.edu mclaughlin@gonzaga.edu derby@gonzaga.edu 4 West Valley Public Schools alison.clark@wvsd.org Abstract - Being able to count objects using 1:1 correspondence is a critical pre- mathematical skill that children need in order to progress in their education. The purpose of this study was to assess the effectiveness of the model, lead, and test (MLT) error correction procedure on increasing the numbers a student is able to count using 1:1 correspondence. Our participant was one preschool boy in a general education classroom receiving cognitive therapy services. An AB single case design across two sets of numbers was employed to evaluate the efficacy of MLT. The success of the procedure led to the continuation of the intervention across a number of skills. The participant made impressive improvements and enjoyed the sessions. Key Words – Speech delays, developmental delays, preschool, model, lead, test procedure, counting 1:1 correspondence, numbers, MLT, AB single case design 1 Introduction One to one correspondence has been proved to be a precursor for a good development of later arithmetic abilities. Being able to assign a number to an object is a main basis for later arithmetic skills (Stock, Desoete, & Roeyers, 2010). Preschool children are typically learning 1:1 correspondence counting and are expected to have this skill when entering kindergarten. Children who do not have this skill have a more difficult time with simple addition and subtraction because of the inability to count. The model-lead-test (MLT) strategy is part of employing direct instruction to teach skills. The teacher informs the learner exactly what he or she should be doing, and then provides the learner a great deal of on the skill being taught. This procedure is sometimes called, “I do, we do, you do.” Another use of the model-lead-test procedure is to maximize the cognitive and learning abilities of students by increasing their rate of success and achievement (Al-Dahri, McLaughlin, Derby, Belcher, & Weber, 2013a). By employing MLT, the instructor and student are actively teaching the student to correct his errors when they occur. An additional goal for employing MLT, has been for the learner to understand and generalize the concept or skill being taught in the shortest time possible. MLT error correction and visual prompts with fading has been used to improve the understanding of “where are you” a student with severe autism in his school (Peterson, Weber, McLaughlin, & Anderson, 2007). The use of MLT was evaluated in an ABCD single case design. This package of procedures was effective teaching a single student to know where he was in his school. Shouse, McLaughlin, Weber,