SRSD Fractions: Helping Students at Risk for Disabilities Add/Subtract Fractions With Unlike Denominators

2019 ◽  
Vol 52 (5) ◽  
pp. 399-412
Author(s):  
Robin Parks Ennis ◽  
Mickey Losinski
Keyword(s):  
At Risk ◽  
Students With Disabilities ◽  
Small Groups ◽  
Functional Relationship ◽  
Treatment Fidelity ◽  
Multiple Baseline ◽  
Fifth Grade ◽  
Strategy Development ◽  
Students At Risk ◽  
Fifth Grade Students

Many students fall below benchmarks in the area of fractions computation, particularly students with disabilities. Self-regulated strategy development (SRSD) is one strategy with proven effectiveness for improving outcomes for students with disabilities, although very few studies have applied SRSD to the area of mathematics. In this study, we used SRSD Fractions to teach adding and subtracting fractions with unlike denominators, simplifying fractions, and converting fractions to mixed numbers using the mnemonics FILMS, CUT, and EDIT. A researcher provided instruction in small groups to fifth-grade students at risk for disabilities. The results from use of a multiple-baseline-across-groups design suggest a functional relationship between SRSD Fractions and 8 fifth-grade students’ digits correct on timed fraction probes. Results from treatment fidelity, social validity, and academic engagement during the intervention are also reported. We also discuss limitations and directions for future researchers.

scholarly journals THE EFFECT OF USING POWERPOINT PRESENTATIONS IN ACADEMIC ACHIEVEMENT OF SOCIAL AND NATIONAL STUDIES IN THE FIFTH GRADE STUDENTS AT-RISK FOR LEARNING DISABILITIES

2018 ◽  
Vol 6 (3) ◽  
pp. 191-202
Author(s):  
Ibrahim Rajab Abbas Ibrahim
Keyword(s):  
Academic Achievement ◽  
At Risk ◽  
Learning Disabilities ◽  
Fifth Grade ◽  
Control Group ◽  
Students At Risk ◽  
Fifth Grade Students ◽  
Post Test ◽  
National Studies ◽  
Experimental Group

The purpose of this study was to identify the effect of using PowerPoint presentations in academic achievement of Social and National Studies in the fifth grade students at-risk for learning disabilities at Najran in the Kingdom of Saudi Arabia. The sample of the study consisted of (10) students at-risk for learning disabilities; it was divided randomly into two equal groups: control and experimental. The students in the experimental group have studied the first unit who it consists of five lessons in Social and National Studies by using PowerPoint presentations; however, the students in the control group were received their teaching by using traditional tool (blackboard and chalk). The Social and National Studies Academic Achievement Test: was applied for two groups as pre-test and post-test. Results revealed that the students taught Social and National Studies with PowerPoint presentations performed better than their counterparts taught with traditional tool (blackboard and chalk) in favor of the students in the experimental group.

An Investigation of SRSD to Teach Fractions to Students With Disabilities

2018 ◽  
Vol 85 (3) ◽  
pp. 291-308 ◽  
Author(s):  
Mickey Losinski ◽  
Robin Parks Ennis ◽  
Sara Sanders ◽  
Nicole Wiseman
Keyword(s):  
Students With Disabilities ◽  
Single Case ◽  
Treatment Fidelity ◽  
Multiple Baseline ◽  
Strategy Development ◽  
Future Research ◽  
Single Case Design ◽  
Intervention Package ◽  
Research Questions ◽  
Case Design

In the current study we examined the effect of a self-regulated strategy development intervention on the fraction calculations of students with or at risk for disabilities using a multiple-baseline-across-sites, single-case design. Specifically, the intervention package addressed the following skills: adding and subtracting fractions with unlike denominators, simplifying fractions, and converting improper fractions to mixed numbers. The intervention was implemented with high levels of treatment fidelity and social validity across three separate intervention agents. Results of the study showed the intervention to be effective, with 15 of the 16 participants making marked gains on fraction probes. We discuss the results of the study with respect to the research questions, provide limitations to the study, and propose areas for future research.

Priming Mathematics Word Problem Structures in a Rural Elementary Classroom

2018 ◽  
Vol 37 (3) ◽  
pp. 150-163 ◽  
Author(s):  
Cynthia C. Griffin ◽  
Joseph C. Gagnon ◽  
Maggie H. Jossi ◽  
Tracy G. Ulrich ◽  
Jonté A. Myers
Keyword(s):  
Students With Disabilities ◽  
Word Problem ◽  
Intervention Group ◽  
Strategy Instruction ◽  
Elementary Classroom ◽  
Fifth Grade ◽  
Significant Interaction Effect ◽  
Word Problem Solving ◽  
Fifth Grade Students

This study examined mathematics strategy instruction that primes the common underlying structures of word problems using explicit instruction in a rural elementary classroom with fourth- and fifth-grade students with and without disabilities ( n = 27). Although intervention students did not outperform control condition students on a word problem solving (WPS) measure ( p = .054), a statistically significant interaction effect was found ( p = .003). Follow-up analyses revealed that the WPS pretest–posttest gain was significant for the intervention group only. Students with disabilities in both conditions did not improve performance. Implications for practice and research in rural school classrooms are presented.

Explicit Instruction in Mathematics: Considerations for Virtual Learning

2021 ◽  
pp. 016264342199409
Author(s):  
Holly M. Long ◽  
Emily C. Bouck ◽  
Larissa N. Jakubow
Keyword(s):  
At Risk ◽  
Students With Disabilities ◽  
Explicit Instruction ◽  
Virtual Learning ◽  
Evidence Based ◽  
Online Environment ◽  
Students At Risk ◽  
Evidence Based Practices ◽  
Asynchronous Instruction ◽  
Research Based Practices

A large number of students with and without disabilities—including students at-risk—are currently learning online through synchronous and/or asynchronous instruction. As such, it is important for educators to be equipped with evidence-based practices—or at the minimum research-based practices—that can be adapted or modified to teach students online, including the area of mathematics. This article discusses how educators can adapt and implement explicit instruction—an evidence-based practice for teaching students with disabilities in mathematics—to educate students with disabilities and those struggling or at-risk in mathematics within an online environment. In addition, this article presents resources for free and paid technology as well as additional considerations when implementing explicit instruction in an online environment.

scholarly journals APPLICATION OF COOPERATIVE LEARNING MODEL FOR MATHEMATICS IN ELEMENTARY SCHOOL

2020 ◽  
Vol 1 (1) ◽  
pp. 10-16
Author(s):  
Lailatun Nurul Hajar
Keyword(s):  
Data Collection ◽  
Self Efficacy ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Functional Relationship ◽  
Fifth Grade ◽  
Class V ◽  
Fifth Grade Students ◽  
A Value ◽  
The Relationship

n the process of teaching and learning it will be fun if students have self-efficacy and the teacher has high creativity in teaching. The purpose of this study is to find out how much the relationship between teacher teaching creativity and self-efficacy of fifth grade students at SDN Sukamaju 03 District Cigudeg, Bogor Regency. This type of quantitative research is a functional relationship between variable X with variable Y, the subjects in this study were 1 group teacher that was sampled only grade V teachers who numbered 20 and class V students of SDN Sukamaju 03 totaling 20 students and the data obtained from questionnaires, Data collection techniques by questionnaire, observation, interview and documentation. Based on the results of testing using product moment, the correlation between teacher teaching creativity (X) with student self-efficacy (Y) obtained a value of rcount = 0.790 and rtable for 20 is 0.444 at level significance of 5% thus rcount > rtable (0.790> 0.444) then H0 is rejected, which means there is a significant correlation between creativity teaching self-efficacy of teachers with students. The significance of the regression equation obtained the Fcount of 29.840 and the Ftable of 4.41 with a sig value of 0.000, so that Fcount > Ftable,  then there is a significant relationship between teacher teaching creativity (Variable X) and student self-efficacy (Variable Y). And this research is to get R2 = 0.624 62.4% showed their creativity variables affect self-efficacy of teachers to teach students, the remaining 37.6% influenced by other factors not an analysis in this study.

Impact of the InferCabulary App on Vocabulary Knowledge of Fifth-Grade Students With Disabilities

2019 ◽  
Vol 35 (4) ◽  
pp. 204-224
Author(s):  
Michael J. Kennedy ◽  
John Elwood Romig ◽  
Victoria J. VanUitert ◽  
Wendy J. Rodgers
Keyword(s):  
Student Learning ◽  
Students With Disabilities ◽  
Explicit Instruction ◽  
Vocabulary Knowledge ◽  
Fifth Grade ◽  
Future Research ◽  
Fifth Grade Students ◽  
Business As Usual ◽  
Core Characteristics ◽  
The Impact

There are multiple pathways for students with and without disabilities to learn new vocabulary terms. However, the number of empirically tested and validated multimedia options is surprisingly limited. In this study, researchers tested a commercially available app (InferCabulary) to evaluate the impact on vocabulary performance of fifth-grade students with and without disabilities. A key practice that can take many forms while maintaining its core characteristics is explicit instruction. Therefore, researchers paired the functionality of the app with explicit instruction to evaluate its impact on student learning. Based on a counterbalanced design across 6 alternating weeks accessing the app or teacher-led business-as-usual instruction, students scored higher on weeks when they used the app plus explicit instruction to learn new terms. Implications for future research are included.

Examining Dimensions of Treatment Intensity and Treatment Fidelity in Mathematics Intervention Research for Students at Risk

2018 ◽  
Vol 40 (5) ◽  
pp. 298-312 ◽  
Author(s):  
Emily R. DeFouw ◽  
Robin S. Codding ◽  
Melissa A. Collier-Meek ◽  
Kaitlin M. Gould
Keyword(s):  
At Risk ◽  
Treatment Fidelity ◽  
Academic Failure ◽  
Intervention Research ◽  
Future Research ◽  
Treatment Intensity ◽  
Students At Risk ◽  
Math Intervention ◽  
Mathematics Intervention ◽  
Research Based Interventions

To prevent academic failure and promote long-term success, response-to-intervention (RtI) is designed to systematically increase the intensity of delivering research-based interventions. Interventions within an RtI framework must not only be effective but also be implemented with treatment fidelity and delivered with the appropriate level of treatment intensity to improve student mathematics achievement. The purpose of this systematic review was to explore the mathematics intervention research for students at risk of mathematics failure by examining intervention characteristics related to treatment fidelity and intensity. Results from 66 math intervention studies conducted from 2004 to 2015 were summarized. The majority of studies monitored treatment fidelity and provided details of some aspects of treatment intensity (i.e., dose, group size). However, interventionists’ characteristics, implementation characteristics, and treatment design were less frequently reviewed. Implications for future research and educational practices are discussed.

scholarly journals Participacija učenika putem primjene i procjene uspješnosti MAPS tehnike osobno usmjerenog planiranja – studija slučaja

2019 ◽  
Vol XVII (2) ◽  
pp. 350-350
Author(s):  
Tanja Opačak ◽  
Aleksandra Krampač Grljušić ◽  
Marija Lončarić
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Classroom Environment ◽  
Fifth Grade ◽  
Positive Contribution ◽  
Subjective Experiences ◽  
Process Maps ◽  
Inclusive Practice ◽  
Fifth Grade Students ◽  
Person Centered Approach

Within the frame of the concept of inclusive education in which the active participation of students with disabilities and individualized support of great importance to educational success and personal satisfaction of students, we applied and evaluated the MAPS technique of person-centered approach to planning for the student of the 5th-grade elementary school. The study was conducted as a case study for a student with disabilities with a total of 14 respondents of whom 10 adults and four fifth grade students. The data were collected through interviews with all participants and observation of the student for whom MAPS was applied. By qualitative data processing, we gained a clearer insight into the subjective experiences and emotions of the participants. Those are divided into 5 thematic areas. A positive contribution to person-centred planning on the quality of life of students with disabilities (greater acceptance of pupils in the classroom environment, development of student social and communication skills, friendship, leisure time) has been noted, which can contribute to the easier adaptation of student to the demands placed by higher classes elementary schools. The conducted research indicates the importance of using MAPS as a way of individualized support for students with disabilities. At the same time, it emphasized the necessity of participation of students with disabilities and their peers in the planning and the implementation of MAPS process. MAPS technique of person-centered planning is a good example of inclusive practice in the general educational system.

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