Teaching Students to Solve Subtraction Problems Online via the Virtual-Representational-Abstract Instructional Sequence

This study investigated the application of effective teaching techniques and instructional sequence, previously found effective in skill instruction (e.g., Rosenshine, 1986a), to social studies lectures. Only the presentation of new material (lecture) and guided practice of the effective teaching instructional sequence was the focus. Techniques used in this phase of the instructional sequence included breaking the lecture into smaller units of information and following each unit of information with student practice and teacher feedback. The results suggest that when effective teaching techniques are used during the presentation (lecture) and guided-practice phase of instruction, students with learning disabilities perform significantly better on unit and maintenance class measures. These findings build on a study conducted by Hudson (1996), in which effective teaching techniques (i.e., student practice and teacher feedback) were successfully used at the prelesson phase of instruction.

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Failure to Replicate the Effects of the High-Probability Instructional Sequence on Feeding in Children With Autism and Food Selectivity

Behavior Modification ◽

10.1177/0145445518785111 ◽

2018 ◽

Vol 43 (5) ◽

pp. 734-762 ◽

Cited By ~ 5

Author(s):

Bryant C. Silbaugh ◽

Samantha Swinnea

Keyword(s):

Applied Behavior Analysis ◽

Behavioral Intervention ◽

Behavioral Interventions ◽

High Probability ◽

Children With Autism ◽

Food Selectivity ◽

Instructional Sequence ◽

Feeding Problems ◽

Experimental Control ◽

Positive Effects

Behavioral intervention has positive effects on feeding problems of children with autism and food selectivity (FS), and researchers have evaluated a variety of specific behavioral interventions. Confidence in the effects of some specific interventions on feeding such as the high-probability instructional sequence (HPS) is limited by a lack of replication. Therefore, we assessed the generality of the HPS by replicating the intervention in children with autism and FS. Contrary to prior research, the HPS did not improve feeding responses for three consecutive children enrolled in the study. We discuss the results in relation to publishing failures to replicate without experimental control in applied behavior analysis research.

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Socio-Ecological Controversies in the News as Trigger of a Model-Based Inquiry Instructional Sequence about the Effect of Global Warming on the Great Barrier Reef

Sustainability ◽

10.3390/su12114676 ◽

2020 ◽

Vol 12 (11) ◽

pp. 4676

Author(s):

M. Rut Jiménez-Liso ◽

Manuela González-Herrera ◽

Isabel Banos-González

Keyword(s):

Global Warming ◽

Secondary School ◽

Coral Reefs ◽

Great Barrier Reef ◽

Ecological System ◽

Alternative Conceptions ◽

Instructional Sequence ◽

Barrier Reef ◽

School Students ◽

Model Based

The use of socio-ecological controversies, such as global warming, in classrooms has been suggested to increase students’ awareness about complex issues, although detailed analysis of their implementation in classrooms are still scarce. This research shows a model-based inquiry approach (MBI) instructional sequence, using scientific news as a trigger, aimed at addressing a global problem on a real socio-ecological system: the effect of global warming on the Great Barrier Reef. Its implementation in a lower secondary school classroom allowed the assessment of the effectiveness of the instructional sequence designed, based on students’ perception of what secondary school students have learned and felt. Results show that the MBI instructional sequence seems to have favored the mobilization of students’ alternative conceptions about global warming, coral reefs, and symbiotic relationships. In addition, it contributed to increasing the students’ awareness of the problem of global warming and its effects on an essential socio-ecological system, such as coral reefs.

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Virtual Manipulative-Based Intervention Package to Teach Multiplication and Division to Secondary Students With Developmental Disabilities

Focus on Autism and Other Developmental Disabilities ◽

10.1177/1088357620943499 ◽

2020 ◽

Vol 35 (4) ◽

pp. 195-207

Author(s):

Emily C. Bouck ◽

Jordan Shurr ◽

Jiyoon Park

Keyword(s):

Developmental Disabilities ◽

Secondary Students ◽

Single Case ◽

Virtual Manipulatives ◽

Instructional Sequence ◽

Intervention Package ◽

School Students ◽

Mathematical Concepts ◽

System Of Least Prompts ◽

Multiple Probe

Mathematics instruction for students with intellectual disabilities and autism is important. However, it is imperative for researchers and practitioners to focus on the maintenance of mathematical concepts and not just acquisition for these students. Through a single-case multiple probe across participants study, researchers explored an intervention package consisting of a manipulative-based instructional sequence involving virtual manipulatives and then representations (i.e., drawings; referred to as the virtual-representational instructional sequence), explicit instruction, the system of least prompts, overlearning, and support fading to support students with intellectual disability and autism to acquire and maintain multiplication or division skills. The three middle school students who completed the entire intervention acquired and maintained their targeted mathematics skill—in multiplication or division. The results have implications for use of intervention packages to teach foundational mathematics skills to students with developmental disabilities.

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The effect of sequence in the acquisition of three set relations; an experiment with preschoolers

The Arithmetic Teacher ◽

10.5951/at.17.7.0597 ◽

1970 ◽

Vol 17 (7) ◽

pp. 597-604

Author(s):

A. Edward Uprichard

Keyword(s):

Instructional Sequence ◽

Teaching Mathematic ◽

Set Relations ◽

The Given

By its very nature, mathematics content has an inherent logical tructure. An instructional analysis of a mathematics concept or principle would consist of a list of prerequisite mathematical learnings deemed necessary for the logical development of the given concept. Inherent in the analysis would be hierarchal relationships between and among various prcrequisite learnings based on the structure of the discipline. Hence it is generally agreed that when teaching mathematic one should follow the structure of the content in determining instructional sequence.

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