How do I teach one to one correspondence in counting?

Question

My mentally handicapped brother-in-law is 25 years old and still does not count the number of items in a set correctly. He knows his numbers, but when counting items, he'll sometimes say 2 numbers for one item. It looks to me like he is chanting the numbers to a preset rhythm in his mind, rather than waiting until he touches the next item to say the next number. His mother (my mil) has not given up on teaching this concept to him, and so I'm scrounging around for any ideas to give her. Are there any good activities or curricula that address this problem? Thanks for any help you can give!

Answer 1

Start small and use manipulatives: blocks, bingo chips, etc. Make the practice very concrete through counting, sorting, matching, etc. Sometimes using a corresponding visual can help. If you are using blocks, draw corresponding square(s) on a paper indicating 1, 2, 3, etc. Do this matching activity until you start seeing independence. Then see if the counting can transfer to other manipulatives. Fade the manipulatives gradually but use the corresponding visual to promote accuracy.

I hope this helps.

Answer 2

use small manipulatives (objects) all the same color and size. Preferably those of interest to your brother-in-law. Use a bowl or container and a different colored flat surface (piece of paper or plate). Put one object in the bowl. "How many --s are in the bowl?" then guide his hand in to the bowl to pick out the item and as you put it on the flat surface (not one second before) say "ONE". Then say "there was one ----in the bowl" and put the number one next to the item. Clear everything. Repeat. Do this until he can do it perfectly. (especially the verbal counting of the item only when it is placed on the flat surface). Praise him up and down when he gets it right. Correct him in a neutral way when it is not (you redo it right with him). Then move on to two items. Repeat above. THEN the fun starts... alternate between one and two items. When that is mastered you can teach him three (just three). THEN alternate 1,2,and 3 until mastered. Then teach four, and so on up to either 5 or 10 depending on how difficult it is for him. THEN change the items to something else. THEN once he has repeated all of the above steps, change the bowl or get rid of it. Then try another kind of manipulative. I would keep the flat surface the same for a while but eventually you want to move on to him being able to count a pile of objects just by moving them from left to right into a new pile. Again, the key there will be that he doe not count the object until he releases it onto the "new" surface. WHEW! I hope that helps!

Answer 3

One to one correspondence can be taught with sharing.
Start small and with his favorite things.
You want it to have a significance to him to help it stick.
Count things you see out loud so he becomes familiar with hearing people count. He will eventually count with you.

You may also want to incorporate story books(counting books) like the Cheerios's and M & M's counting books, these you can actually use those items while reading.

Another method is cooking
He can count things as the are added
For example:
1 egg
2 cups of flour etc...

Oh--- and what you describe about chanting the numbers to a rhythm sounds reminds me of seseame street and "The Count". That is how he counts.

One more thing----- It is nice to know you and his mom have not given up on him! There should be more like you in the world!

Answer 4

Show the number and pair it with the corresponding amount of objects. So show him the number 2 along with 2 buttons, etc. If you know his preferences (maybe trains or shiny objects) use those as the corresponding object. You can also use fingers but that can confuse some after the number 5 b/c you start using both hands. A physical object is best (like little train erasers) so they can manipulate the objects but pictures can work too.

Answer 5

Given his age, I would say try and find practical things that make sense: Like setting the table, how many chairs needed, how many napkins. I did that with kids who couldn't count at all. We had a picture of each person and each person got a plate and we crossed off the person's picture, then the spoon etc.
What does he need 1-to-1 for, right now? If it is to count money, then make a template with the coins traced out on the card. We took a variety of cards like that to the store or pop machine with us, Got out the card, matched the coins to the circles and so the kids could pay for the item with the exact amount. (These were younger kids who didn't count, but could match the pictures and then later just the shape of the circles) Of course we had to pre determine what they would buy and prepare the cards in advance, but the goal was for their independence. In 9 years, I never had any customer or sales person complain that it took too long
Hanging clothes in the closet. Took a hanger and labled it days of the week. Then hung one shirt and one pair of pants onto it. matched up one set of underwear and socks to go with it to avoid a fuss in the morning deciding what to wear.
Whatever you do Try to make it useful, practical, serving a real need or purpose.

Answer 6

Draw sections on a piece of paper. Start with putting one item in each section. Progress to 2, 3, and so on. Have him touch each item as he counts. This will be very repetitive and frustrating for you and him but stick with it. He will get it. You can also use cups, bowls, or other containers. Have him put one in each and say one, progress to 2,3,and so on.

Answer 7

use coins or something similar. You'll have to do it with him in the beginning, but have him pick up the first one and say 1 and put it in a cup, then pick up the next and say 2 and put it in a cup, etc. Good luck!