This paper reviewed published literature which may be of use to both researchers and consumers of research interested in teaching prearithmetic skills to retarded and nonretarded children. The literature was then critically evaluated along the dimensions of behavioral, technological, analytic, generality, effective, applied, and conceptually systematic as suggested by Baer, Wolf, and Risley (1968). It was concluded that published training procedures were weak with respect to provision of a comprehensive list of well defined behaviors, experimental analyses, and assessment of generalization. A behavior analysis approach for developing methods for teaching prearithmetic skills was advocated and some future research strategies suggested.
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