TEACHING MULTIPLICATION FACTS TO STUDENTS WITH LEARNING DISABILITIES
Multiple baseline designs were used to examine the effects of an instructional package on accuracy of performance in solving multiplication facts by 3 students with learning disabilities. The instructional package included the following components: (a) a modified instructional sequence in which mult...
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Veröffentlicht in: | Journal of applied behavior analysis 1998, Vol.31 (3), p.323-338 |
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Format: | Artikel |
Sprache: | eng |
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Zusammenfassung: | Multiple baseline designs were used to examine the effects of an instructional package on accuracy of performance in solving multiplication facts by 3 students with learning disabilities. The instructional package included the following components: (a) a modified instructional sequence in which multiplication facts were grouped into the zeros, ones, doubles, fives, and nines categories, and those remaining; (b) identification of the category in which each fact belonged; (c) mnemonic strategies associated with solving facts in each category; and (d) steps to be completed for solving facts in each category. Results indicated that the instructional package produced substantial and immediate effects. After receiving instruction, a participant's accuracy was often 100%, and this was maintained throughout the evaluation even as other strategies were introduced. Comparable results occurred across students, demonstrating replication of the effects of the instructional package. |
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ISSN: | 0021-8855 1938-3703 |
DOI: | 10.1901/jaba.1998.31-323 |