Effects of money counting fluency training on the acquisition and generalization of money counting and purchasing skills by high school students with mental retardation

This study was conducted to determine the effects of money counting fluency training on money counting and purchasing tasks by high school students with mental retardation. In order to determine the students' need and extent of money skills, an informal money screening test was developed and administered to students whose Individualized Educational Plans indicated the need for learning money skills. Four students who showed problems in money counting, change checking, and who were willing to learn about money and purchasing skills participated in the study. Intervention consisted of count-up training and three 1-minute-time-trials of fluency training. Real money and real items were used to teach students purchasing and change checking in a partition in one of the classrooms. Items for purchasing tests ranged from grocery to hardware. Rate and accuracy of students' money counting was measured. Purchasing skills were measured in percentages. Purchasing probes were carried out in the school cafeteria snack bar. Results indicated that both fluency training and count-up training improved students' rate and accuracy on money counting and change checking. All students liked to participate in money counting and purchasing tasks and indicated that they would use the methods taught in the classroom to count their change. Since no other study has been carried out on this subject recommendations are made that the study be replicated with various populations such as atypical and typical elemetary school children as well as those who cannot read or write. Peer tutoring is recommended as another approach of teaching money counting fluency training.