A multiple baseline design across students was used to evaluate the effects of a taped number (TN) intervention on the number-identification accuracy of 4 kindergarten students. during TN, students attempted to name the number 0 through 9 on randomized lists before each number was provided via a tape player 2 later. All 4 students showed immediate increases and reached 100% in number-identification accuracy. One student reached 100% after TN was supplemented with performance feedback, reinforcement, and overcorrection.