Early math skills predict later academic achievement and are of critical importance in preschool. There also are discrepancies in early math skills of preschoolers with disabilities compared with their typically developing peers. We used an experimental single-case research design, multiple probe across skills, to investigate the effectiveness of systematic modeling with mathematical language and a prompting procedure on increasing the early math skills of two preschoolers with disabilities or delays. A functional relation was observed for one participant. Equivocal findings may be due to the following: (a) challenges in assessing early math skills, which may have affected the identification of appropriate target skills, and (b) the involvement of multiple developmental domains in performing math skills, which may have affected the demonstration of target behaviors for the participant with significant fine motor and language delays.

早期的数学技能可以预测以后的学习成绩，并且对于学龄前儿童至关重要。与残障学龄前儿童相比，残疾学龄前儿童的早期数学技能也存在差异。我们使用了一项实验性单案例研究设计，对技能的多次探究，以数学语言调查系统建模的有效性，并采用了提示程序来提高两名残障或延误学龄前儿童的早期数学技能。观察到一个参与者的功能关系。模棱两可的发现可能是由于以下原因：（a）评估早期数学技能的挑战，这可能会影响对适当目标技能的确定，以及（b）多个发展领域参与表演数学技能，