The Training of Class Inclusion and English Language Skills in Young Latino Children

Abstract

Using a multiple baseline design, four 6-year-old Latino school children were trained on class inclusion and English language skills over approximately five months. Class inclusion tasks consisted of standard Piagetian two-subclass items as well as new and more challenging three- and four-subclass tasks pertaining to two superordinate categories. Counting, feedback and various verbal reinforcers were used as part of the class inclusion training. English language skills training served as an alternative form of instruction that was of benefit in its own right and also made a variant of the multiple baseline approach possible. Post-intervention gains on the two domains were significant and proved stable over at least four-and-a-half months.