Individualized Instructional Delivery Options: Adapting Technology-Based Interventions for Students With Attention Difficulties
Students who demonstrate mathematics difficulties (MDs) in the early grades are at risk of poor educational outcomes. Fortunately, strategic early mathematics intervention programs can improve academic outcomes for students with MDs, and instructional technology has demonstrated promise in deliverin...
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| Veröffentlicht in: | Journal of special education technology 2020-09, Vol.35 (3), p.119-132 |
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| container_end_page | 132 |
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| container_issue | 3 |
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| container_title | Journal of special education technology |
| container_volume | 35 |
| creator | Shanley, Lina Strand Cary, Mari Turtura, Jessica Clarke, Ben Sutherland, Marah Pilger, Marissa |
| description | Students who demonstrate mathematics difficulties (MDs) in the early grades are at risk of poor educational outcomes. Fortunately, strategic early mathematics intervention programs can improve academic outcomes for students with MDs, and instructional technology has demonstrated promise in delivering targeted and individualized mathematics instruction. However, it is unclear whether instructional technology is effective for all students, and there is a dearth of research on adaptations to technology-based interventions for students with difficulties attending to instruction. To this end, the current study investigated functional relations between the use of targeted instructional cueing and self-regulation support features in an iPad-based mathematics program and improved response accuracy for kindergarten students. Results presented here suggest a functional relation between the provision of instructional cueing and self-regulation support features and improved response accuracy for students who participated in an iPad-based mathematics intervention program. Implications for early mathematics instruction and technology-based intervention development are discussed. |
| doi_str_mv | 10.1177/0162643419852929 |
| format | Article |
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Fortunately, strategic early mathematics intervention programs can improve academic outcomes for students with MDs, and instructional technology has demonstrated promise in delivering targeted and individualized mathematics instruction. However, it is unclear whether instructional technology is effective for all students, and there is a dearth of research on adaptations to technology-based interventions for students with difficulties attending to instruction. To this end, the current study investigated functional relations between the use of targeted instructional cueing and self-regulation support features in an iPad-based mathematics program and improved response accuracy for kindergarten students. Results presented here suggest a functional relation between the provision of instructional cueing and self-regulation support features and improved response accuracy for students who participated in an iPad-based mathematics intervention program. 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Fortunately, strategic early mathematics intervention programs can improve academic outcomes for students with MDs, and instructional technology has demonstrated promise in delivering targeted and individualized mathematics instruction. However, it is unclear whether instructional technology is effective for all students, and there is a dearth of research on adaptations to technology-based interventions for students with difficulties attending to instruction. To this end, the current study investigated functional relations between the use of targeted instructional cueing and self-regulation support features in an iPad-based mathematics program and improved response accuracy for kindergarten students. Results presented here suggest a functional relation between the provision of instructional cueing and self-regulation support features and improved response accuracy for students who participated in an iPad-based mathematics intervention program. 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| ispartof | Journal of special education technology, 2020-09, Vol.35 (3), p.119-132 |
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| subjects | Alignment (Education) At Risk Students Attention Deficit Disorders Common Core State Standards Computer Assisted Instruction Correlation Cues Educational Technology Handheld Devices Intervention Kindergarten Kindergarten students Learning Problems Mathematics education Mathematics Instruction Metacognition Special education Students with disabilities Teaching Methods |
| title | Individualized Instructional Delivery Options: Adapting Technology-Based Interventions for Students With Attention Difficulties |
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