Teaching Equivalent Fractions to Secondary Students With Disabilities via the Virtual–Representational–Abstract Instructional Sequence

2017 ◽  
Vol 32 (4) ◽  
pp. 220-231 ◽  
Author(s):  
Emily C. Bouck ◽  
Laura Bassette ◽  
Jordan Shurr ◽  
Jiyoon Park ◽  
Jackie Kerr ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Secondary Students ◽  
Single Case ◽  
Functional Relation ◽  
Mathematical Concept ◽  
Future Research ◽  
School Students ◽  
Mathematics Intervention ◽  
Equivalent Fractions ◽  
Mathematical Problems

Fractions are an important mathematical concept; however, fractions are also a struggle for many students with disabilities. This study explored a new framework adapted from the evidence-based concrete–representational–abstract framework: the virtual–representational–abstract (VRA) framework. The VRA framework involves teaching students to solve mathematical problems with virtual manipulative, then representations or drawings, and finally abstractly. A multiple probe across-students single-case design was used to investigate the effectiveness of the VRA framework for finding equivalent fractions for three middle-school students with disabilities. A functional relation was found between the VRA framework and students’ ability to solve equivalent fractions. Implications related to the use of the VRA framework as a mathematics intervention for secondary students with disabilities as well as directions for future research are discussed.

Teaching Personal Finance Mathematical Problem Solving to Individuals With Moderate Intellectual Disability

2016 ◽  
Vol 40 (1) ◽  
pp. 5-14 ◽  
Author(s):  
Jenny Root ◽  
Alicia Saunders ◽  
Fred Spooner ◽  
Chelsi Brosh
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Functional Relation ◽  
Personal Finance ◽  
Future Research ◽  
School Students ◽  
Problem Solving Skills ◽  
Mathematical Problems ◽  
Based Instruction ◽  
Multiple Probe

The ability to solve mathematical problems related to purchasing and personal finance is important in promoting skill generalization and increasing independence for individuals with moderate intellectual disabilities (IDs). Using a multiple probe across participant design, this study investigated the effects of modified schema-based instruction (MSBI) on personal finance problem solving skills, purchasing an item on sale or leaving a tip, and using a calculator or iDevice (i.e., iPhone or iPad) for three middle school students diagnosed with a moderate ID. The results showed a functional relation between MSBI using a calculator on the participant’s ability to solve addition and subtraction personal finance word problems and generalize to iDevices. The findings of this study provide several implications for practice and offer suggestions for future research.

Teaching High School Students With Disabilities to Advocate for Academic Accommodations

2019 ◽  
Vol 54 (3) ◽  
pp. 146-156
Author(s):  
Nancy J. Lopez ◽  
Nicole M. Uphold ◽  
Karen H. Douglas ◽  
Shaqwana Freeman-Green
Keyword(s):  
High School ◽  
High School Students ◽  
General Education ◽  
Students With Disabilities ◽  
Functional Relation ◽  
Transition Process ◽  
Future Research ◽  
Academic Accommodations ◽  
School Students ◽  
Self Advocacy

One factor that may contribute to the success of students with disabilities in postsecondary educational settings may be their ability to advocate for academic accommodations. By incorporating self-determination practices into the curriculum and transition process during high school, students with disabilities may acquire the self-advocacy skills for postsecondary settings. The purpose of this study was to examine the effects of a modified Self-Advocacy and Conflict Resolution (mSACR) training program on the ability of five high school students with high-incidence disabilities to request academic accommodations in a high school general education course. A multiple-probe-across-participants design was employed to evaluate the effects of the intervention on 14 targeted behaviors. Results indicated a functional relation between the mSACR and the ability of students to request accommodations. Findings from this study are discussed along with limitations, suggestions for future research, and implications for educational practice.

Increasing Self-Advocacy for Secondary Students With Disabilities: Evaluating Effects of ME!

Inclusion ◽  
2018 ◽  
Vol 6 (3) ◽  
pp. 194-207
Author(s):  
Valerie L. Mazzotti ◽  
Dawn A. Rowe ◽  
Jennifer C. Wall ◽  
Katie E. Bradley
Keyword(s):  
Students With Disabilities ◽  
Secondary Students ◽  
Functional Relation ◽  
Self Determination ◽  
Future Research ◽  
Self Awareness ◽  
Self Advocacy ◽  
Knowledge And Skills ◽  
Research And Practice

Abstract Self-determination skills are a critical skill set that may increase the likelihood of students with disabilities attaining positive inclusive experiences in school that lead to inclusion into society. Although a number of self-determination curricula exist, there is limited research that evaluates the effectiveness of the ME! curriculum for improving secondary students with disabilities' self-advocacy knowledge and skills. The purpose of this study was to examine the effects of the ME! on self-advocacy and self-awareness knowledge and skills for secondary students with disabilities. Results demonstrated a functional relation between the ME! and participants' knowledge of ME! content. All participants showed increased participation during posttransition planning meetings. Findings support use of the ME! for enhancing students' self-advocacy and self-awareness knowledge and skills and generalizing that knowledge to authentic, inclusive contexts. Limitations and implications for future research and practice are discussed.

Contextualizing Mathematical Problem-Solving Instruction for Secondary Students with Extensive Support Needs: A Systematic Replication

2020 ◽  
Vol 45 (4) ◽  
pp. 241-255
Author(s):  
Jenny R. Root ◽  
Sarah K. Cox ◽  
Kat Davis ◽  
Nanette Hammons
Keyword(s):  
Problem Solving ◽  
Secondary Students ◽  
Real World ◽  
Instructional Strategy ◽  
Mathematical Problem ◽  
Functional Relation ◽  
Future Research ◽  
Support Needs ◽  
School Students ◽  
Systematic Replication

Replication research provides evidence to establish, refute, or support evidence-based practices. Systematic replications are also necessary to determine “what works for whom when.” The purpose of this study was to conduct a conceptual systematic replication to evaluate the effectiveness of a multicomponent treatment package on multiplicative problem solving for middle school students with extensive support needs. Using a modified schema-based instructional strategy, three participants were taught to solve percent of change problems contextualized in real-world scenarios and a purchasing strategy (i.e., next-dollar strategy) to help them determine how much money was needed to pay for services/products. In addition, goal-setting and self-graphing activities supported development of self-determination skills. Findings from the multiple probe across participant design demonstrate a functional relation between the intervention and independent problem-solving behaviors of all three participants. Students also generalized problem-solving behaviors when presented with real-world stimuli of coupons and receipts. Implications for practice and future research are discussed.

Contextualizing Mathematics: Teaching Problem Solving to Secondary Students With Intellectual and Developmental Disabilities

2018 ◽  
Vol 56 (6) ◽  
pp. 442-457 ◽  
Author(s):  
Jenny R. Root ◽  
Sarah K. Cox ◽  
Nannette Hammons ◽  
Alicia F. Saunders ◽  
Deidre Gilley
Keyword(s):  
Problem Solving ◽  
Developmental Disabilities ◽  
Secondary Students ◽  
Word Problems ◽  
Mathematical Problem ◽  
Functional Relation ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Mathematics Intervention ◽  
Problem Solving Skills

Abstract The purpose of this study was to evaluate the effect of a multicomponent mathematics intervention (modified schema-based instruction, video anchors, and goal setting with self-graphing) on mathematical problem-solving skills of secondary students with intellectual and developmental disabilities. Three participants were taught to solve percent of change word problems, which involved calculating the discounted price of an item or activity after using a coupon and then determining whether they had enough money to make the purchase. Results of the multiple probe across participant design indicate a functional relation between the intervention and problem solving, and all participants were able to generalize skills from word problems to real-world stimuli (i.e., coupons, receipts, menus). Implications for practice and future research are discussed.

Using the Virtual-Abstract Instructional Sequence to Support Acquisition of Algebra

2019 ◽  
Vol 34 (4) ◽  
pp. 253-268 ◽  
Author(s):  
Emily C. Bouck ◽  
Jiyoon Park ◽  
Rajiv Satsangi ◽  
Katie Cwiakala ◽  
Kennedy Levy
Keyword(s):  
Students With Disabilities ◽  
Single Case ◽  
Single Case Design ◽  
School Students ◽  
Mathematical Concepts ◽  
Learning Mathematics ◽  
One Step ◽  
And Algebra ◽  
Strategies Instruction ◽  
Multiple Probe

Although often considered a more advanced area of mathematics, principles of algebra are taught throughout different mathematical concepts, and algebra is often considered gateway mathematical knowledge for more advanced mathematical concepts. For this reason, attention is needed toward making algebraic instruction more accessible to all types of learners, including students with disabilities who often struggle learning mathematics. Using a multiple probe across behaviors replicated across participants single-case design, this study examined whether an intervention sequence consisting of a virtual manipulative and then abstract (i.e., numerical strategies) instruction could support the acquisition of three algebraic behaviors (i.e., one-step division, two-step addition, two-step subtraction, and/or three-step addition) for four middle school students with disabilities. All four students acquired each of the linear algebra behaviors but struggled to maintain their learning once instruction was not provided prior to performance. These findings and their implications are discussed further.

Teaching Rate of Change and Problem Solving to High School Students With High Incidence Disabilities at Tier 3

2019 ◽  
pp. 073194871988734
Author(s):  
Kaitlin Bundock ◽  
Leanne S. Hawken ◽  
Sharlene A. Kiuhara ◽  
Breda V. O’Keeffe ◽  
Robert E. O’Neill ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Students With Disabilities ◽  
Instructional Strategies ◽  
Conceptual Understanding ◽  
Functional Relation ◽  
Rate Of Change ◽  
Probe Design ◽  
School Students

Implementing an integrated sequence of concrete-representational-abstract depictions of mathematics concepts (CRA-I) can improve the mathematics achievement of students with disabilities, and explicit instructional strategies involving problem-solving heuristics and student verbalizations can help facilitate students’ conceptual understanding of mathematics. Combining CRA-I and explicit instructional strategies may increase students’ conceptual understanding and ability to express mathematical reasoning through writing. This study included three ninth-grade students with disabilities, and employed a multiple-probe design across-participants to investigate a functional relation between an explicit instructional strategy within a CRA-I framework and high school students’ with disabilities proficiency in solving rate of change problems. Results showed that all three students improved their mathematics scores (combined Tau-U effect size = 0.77, p < .001) and maintained improvements during a 1- to 7-week post-instruction phase. Implications for research and practice related to mathematics instruction and intervention specifically for students with learning disabilities are discussed.

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

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.

Work-Related Skills Awareness in High-School Students with Diabilities

2002 ◽  
Vol 33 (2) ◽  
pp. 17-23 ◽  
Author(s):  
Michele E. Capella ◽  
Richard T. Roessler ◽  
Karl M. Hemmerla
Keyword(s):  
High School ◽  
High School Students ◽  
Students With Disabilities ◽  
Employment Outcomes ◽  
Self Report ◽  
Future Research ◽  
School Students ◽  
Persons With Disabilities ◽  
Work Related ◽  
Expert Ratings

This study investigated the work-related skills awareness levels of high school students with disabilities by comparing expert ratings and student self-report ratings. This issue is considered important because (a) evidence indicates that lack of awareness is associated with poor employment outcomes and (b) young persons with disabilities are known to experience employment difficulties. Substantial deficits in awareness were found, with the majority of students overestimating their abilities, as hypothesized. In addition, students perceived by adult raters as having greater employability assets tended to be more accurate in their work-related skills awareness. Suggestions for interventions and future research needed in this area are included.

Adapting Phonological Awareness Interventions for Children With Down Syndrome Based on the Behavioral Phenotype: A Promising Approach?

2015 ◽  
Vol 53 (4) ◽  
pp. 271-288 ◽  
Author(s):  
Christopher J. Lemons ◽  
Seth A. King ◽  
Kimberly A. Davidson ◽  
Cynthia S. Puranik ◽  
Deborah Fulmer ◽  
...  
Keyword(s):  
Down Syndrome ◽  
Phonological Awareness ◽  
Single Case ◽  
Functional Relation ◽  
Behavioral Phenotype ◽  
Future Research ◽  
Single Case Design ◽  
Children With Down Syndrome ◽  
Alphabetic Language ◽  
Case Design

Abstract Many children with Down syndrome demonstrate deficits in phonological awareness, a prerequisite to learning to read in an alphabetic language. The purpose of this study was to determine whether adapting a commercially available phonological awareness program to better align with characteristics associated with the behavioral phenotype of Down syndrome would increase children's learning of phonological awareness, letter sounds, and words. Five children with Down syndrome, ages 6 to 8 years, participated in a multiple baseline across participants single case design experiment in which response to an adapted phonological awareness intervention was compared with response to the nonadapted program. Results indicate a functional relation between the adapted program and phonological awareness. Suggestions for future research and implications for practice are provided.

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