Using Video Modeling to Teach Geometry Word Problems: A Strategy for Students With Learning Disabilities

2019 ◽  
Vol 41 (5) ◽  
pp. 309-320
Author(s):  
Rajiv Satsangi ◽  
Rachel Hammer ◽  
Emily C. Bouck
Keyword(s):  
Learning Disability ◽  
Students With Disabilities ◽  
Secondary Students ◽  
Video Modeling ◽  
Word Problems ◽  
Procedural Knowledge ◽  
Severe Disabilities ◽  
Single Subject ◽  
Baseline Design ◽  
K 12

As K-12 mathematics standards shift toward emphasizing both conceptual and procedural knowledge in secondary courses such as algebra and geometry, the struggles for students with disabilities become more pronounced. To address these challenges, research has commonly explored the use of technology to aid in the teaching of students with disabilities. One such technology with a growing research base for instruction in the field of special education is the use of video modeling. Despite documented success for students with moderate to severe disabilities, the application of video modeling for instruction with students with a learning disability is largely unknown. This study sought to explore the benefits of video modeling to teach geometry word problems to three secondary students with a learning disability in mathematics. Across a single subject multiple baseline design, all three students demonstrated improved problem-solving performance across all dependent variables measured. The results and their implications for the field of mathematics are discussed.

Studying the Impact of Video Modeling for Algebra Instruction for Students With Learning Disabilities

2020 ◽  
pp. 002246692093746
Author(s):  
Rajiv Satsangi ◽  
Rachel H. Billman ◽  
Alexandra R. Raines ◽  
Anna M. Macedonia
Keyword(s):  
Learning Disability ◽  
Student Performance ◽  
Secondary Students ◽  
Video Modeling ◽  
Mathematics Learning ◽  
Severe Disabilities ◽  
Appropriate Technology ◽  
Probe Design ◽  
Single Subject ◽  
The Impact

Video modeling possesses an established research base for teaching students with severe disabilities. However, the application of this strategy for teaching academic skills to students with a learning disability is less known, particularly in secondary mathematics. Video modeling provides a resource for supplementary instruction using age appropriate technology to support student learning. To explore the use of this strategy in Algebra, this study assessed video modeling paired with a system of prompting to teach three secondary students with a mathematics learning disability how to graph linear equations. Using a single subject multiple probe design, student performance across multiple measures including problem-solving accuracy and independence improved for all three students during treatment phases. These results and their implications for the broader field of mathematics education are discussed.

Studying Virtual Manipulatives Paired With Explicit Instruction to Teach Algebraic Equations to Students With Learning Disabilities

2018 ◽  
Vol 41 (4) ◽  
pp. 227-242 ◽  
Author(s):  
Rajiv Satsangi ◽  
Rachel Hammer ◽  
Christina D. Hogan
Keyword(s):  
Mathematics Education ◽  
Learning Disability ◽  
Students With Disabilities ◽  
Secondary Students ◽  
Instructional Strategy ◽  
Explicit Instruction ◽  
Virtual Manipulatives ◽  
Probe Design ◽  
Algebraic Equations ◽  
K 12

Over the last two decades, the significance of academic achievement for students with disabilities in K–12 education has increased. To meet the needs of this population, educators turned to innovative strategies and technologies for instructional support in the classroom. For students with a learning disability, the need for such solutions is vital to address many of the academic struggles they face in the area of mathematics education. One evidence-based strategy shown to support instruction for students with a learning disability is the use of manipulatives. Although concrete manipulatives were extensively studied for this population, the virtual form of this technology lacks comparable research. Using a multiple probe design across three secondary students with a learning disability in mathematics, this study assessed the benefits of an instructional strategy using a virtual manipulative balance paired with explicit instruction to teach multistep linear equations. Results showed increased percent accuracy and independence scores for all three students across an intervention and maintenance phase. These findings and their broader implications for the field of mathematics education are discussed.

Using an Augmented Reality–Based Teaching Strategy to Teach Mathematics to Secondary Students With Disabilities

2019 ◽  
Vol 42 (4) ◽  
pp. 253-258 ◽  
Author(s):  
Ryan O. Kellems ◽  
Giulia Cacciatore ◽  
Kaitlyn Osborne
Keyword(s):  
Augmented Reality ◽  
Students With Disabilities ◽  
Secondary Students ◽  
Video Modeling ◽  
Independent Living ◽  
Teaching Strategy ◽  
Math Instruction ◽  
Individuals With Disabilities ◽  
Basic Understanding ◽  
Critical Skills

A basic understanding of math, numeracy, and related concepts are critical skills for functioning independently in society. Individuals with disabilities often struggle with basic math, which impedes their ability for independent living. Augmented reality (AR), which builds on the evidence-based principles of video modeling, is a promising teaching strategy of providing math instruction to individuals with disabilities. This article provides a practical framework (with step-by-step instructions and examples) for practitioners wishing to implement AR as a teaching strategy for secondary students with disabilities.

Curricular Philosophies Reflected in Individualized Education Program Goals for Students With Complex Support Needs

2021 ◽  
Vol 59 (4) ◽  
pp. 283-294
Author(s):  
Jennifer A. Kurth ◽  
Elissa Lockman-Turner ◽  
Kathryn Burke ◽  
Andrea L. Ruppar
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Education Program ◽  
Social Inclusion ◽  
Individualized Education Program ◽  
Severe Disabilities ◽  
Support Needs ◽  
Individualized Education ◽  
General Education Curriculum ◽  
K 12

Abstract Individualized education program (IEP) goals are meant to be personalized to address the unique needs of students with disabilities, while also reflecting the student's grade-aligned general education curriculum. IEP goals describe what, how, and where students with disabilities are taught, and reflect the curriculum used to provide instruction. In this study, we analyzed how IEP goals align with the different curricular philosophies for students with severe disabilities. Using a sample of 88 IEPs for students with complex support needs (i.e., severe disabilities) in Grades K-12, we found most goals (57%) reflect curricular philosophies of the 1970s–1990s (i.e., developmental, functional, and social inclusion) eras, with only 26% of IEP goals representative of modern curricular philosophies (i.e., grade-aligned academic content). We also found secondary-aged students were less likely to have grade-aligned academic goals compared to elementary-aged students. We offer implications for ensuring individualization and goals reflecting skills needed for the 21st century.

Increasing Peer Interactions for Students with Severe Disabilities via Paraprofessional Training

2005 ◽  
Vol 71 (4) ◽  
pp. 431-444 ◽  
Author(s):  
Julie N. Causton-Theoharis ◽  
Kimber W. Malmgren
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Peer Interactions ◽  
Severe Disabilities ◽  
Multiple Baseline ◽  
Single Subject ◽  
Single Subject Design ◽  
Paraprofessional Training ◽  
The Social ◽  
Students With Severe Disabilities

As students with severe disabilities are included in general education settings, the use of paraprofessionals has expanded to meet these students' needs. Unfortunately, paraprofessionals can have the inadvertent effect of intensifying the social isolation of students with disabilities. This study investigated the effectiveness of a training program aimed at teaching four paraprofessionals to facilitate interactions between students with severe disabilities and their peers. A multiple baseline, single-subject design across four paraprofessional/student pairs was utilized. Observational data were collected over the baseline and postintervention phases. Rates of paraprofessional facilitative behavior increased following the intervention. Additionally, rates of student interaction increased immediately and dramatically and were maintained through the maintenance probe.

Using video prompting to teach mathematics to adolescent students with LD

2020 ◽  
Vol 32 (4) ◽  
pp. 229-241
Author(s):  
Sean E. Edwards ◽  
Ryan O. Kellems ◽  
Gordon S. Gibb ◽  
Betty Y. Ashbaker ◽  
Kaitlyn Osborne ◽  
...  
Keyword(s):  
High School Students ◽  
Students With Disabilities ◽  
Video Modeling ◽  
Functional Relation ◽  
Single Subject ◽  
Video Prompting ◽  
School Students ◽  
Adolescent Students ◽  
Students With Ld ◽  
Post Test

BACKGROUND: Research suggests that video-based interventions such as video modeling (VM) and video prompting (VP) assist students with severe/profound disabilities, such as autism and intellectual disabilities, to learn academic skills. OBJECTIVE: This study evaluates whether a VP intervention on a functional academic math skill would have similar effects for adolescent students with mild/moderate learning disabilities (LD). METHODS: A single subject multiple probe across subjects design was used. Five high school students (three female and two male) ages 16–17 viewed a video on an iPad to learn to calculate how much money an item would cost if a certain percentage of the price were deducted for a sale. RESULTS: A functional relation was found between use of the intervention and acquisition of the steps necessary to complete the calculation task. Three students maintained the skills, correctly answering most word problems on a post-test a month after completing the intervention. CONCLUSIONS: Results of this study suggest that VP can be effective in teaching mathematic procedures to students with disabilities. Implications for practice and further research are discussed.

Effects of Cognitive Strategy Instruction on Algebra Problem Solving of Adolescents with Learning Disabilities

1993 ◽  
Vol 16 (1) ◽  
pp. 34-63 ◽  
Author(s):  
Nancy L. Hutchinson
Keyword(s):  
Learning Disabilities ◽  
Problem Solving ◽  
Word Problems ◽  
Visual Analysis ◽  
Strategy Instruction ◽  
Cognitive Strategy ◽  
Multiple Baseline ◽  
Single Subject ◽  
Two Phase ◽  
Baseline Design

This study investigated the effects of a two-phase cognitive strategy on algebra problem solving of adolescents with learning disabilities. The strategy was designed to enable students to represent and solve three types of word problems. The study used a modified multiple baseline with 11 replications as well as a two-group design. Conditions of the multiple-baseline design included baseline, instruction to mastery, transfer, and maintenance. Visual analysis of the single-subject data showed the strategy to be an effective intervention for this sample of students with deficits in algebra problem solving, but with criterial knowledge of basic operations and one-step problems. Statistical analyses of the two-group data showed that the instructed students had significantly higher posttest scores than the comparison group. Overall, the instructed students demonstrated improved performance on algebra word problems. Maintenance and transfer of the strategy were evident. This study has implications for teaching complex problem solving to adolescents with learning disabilities in secondary schools.

Using Video Modeling, Explicit Instruction, and Augmented Reality to Teach Mathematics to Students With Disabilities

2021 ◽  
pp. 073194872110404
Author(s):  
Jared R. Morris ◽  
Elizabeth M. Hughes ◽  
James D. Stocker ◽  
Emelie S. Davis
Keyword(s):  
Augmented Reality ◽  
Students With Disabilities ◽  
Student Performance ◽  
Video Modeling ◽  
Visual Analysis ◽  
Explicit Instruction ◽  
Functional Relation ◽  
Autism Spectrum ◽  
Future Research ◽  
Single Subject

Students with exceptionalities who do not make adequate progress with core instruction in mathematics require more intensive research-based interventions such as explicit instruction or video modeling to address instructional needs. This study examined the effects of combining point-of-view video modeling, explicit instruction, and augmented reality to teach mathematics to students with disabilities. The researchers employed a multiple baseline across skills, single-subject research design, to evaluate the effects of the intervention on student performance across four mathematics skills. Two eighth grade students identified as having a disability impacting mathematics, one with autism spectrum disorder and one with a specific learning disability, participated in the study. Visual analysis determined a functional relation between the dependent and independent variables. Tau-U result for the intervention phase was 1.0 across all four skills for each participant. Participants demonstrated high levels of maintenance, and with one exception, students were able to apply the skills to word problems without additional training. Limitations and implications for future research and practice are discussed.

Effects of Phonological Decoding Training on Children's Word Recognition of CVC, CV, and VC Structures

1996 ◽  
Vol 5 (1) ◽  
pp. 67-78 ◽  
Author(s):  
Kenyatta O. Rivers ◽  
Linda J. Lombardino ◽  
Cynthia K. Thompson
Keyword(s):  
Word Recognition ◽  
Multiple Baseline ◽  
Single Subject ◽  
Group Training ◽  
Complex Structures ◽  
Multiple Baseline Design ◽  
Baseline Design ◽  
Phonological Decoding ◽  
The Third ◽  
Letter Sound

The effects of training in letter-sound correspondences and phonemic decoding (segmenting and blending skills) on three kindergartners' word recognition abilities were examined using a single-subject multiple-baseline design across behaviors and subjects. Whereas CVC pseudowords were trained, generalization to untrained CVC pseudowords, untrained CVC real words, untrained CV and VC pseudowords, and untrained CV and VC real words were assessed. Generalization occurred to all of the untrained constructions for two of the three subjects. The third subject did not show the same degree of generalization to VC pseudowords and real words; however, after three training sessions, this subject read all VC constructions with 100% accuracy. Findings are consistent with group training studies that have shown the benefits of decoding training on word recognition and spelling skills and with studies that have demonstrated the effects of generalization to less complex structures when more complex structures are trained.

Using Video Modeling Intervention and Speech Generating Devices To Teach Requesting Behaviors to Persons With Autism

2011 ◽  
Vol 20 (4) ◽  
pp. 109-113
Author(s):  
Karen Copple ◽  
Rajinder Koul ◽  
Devender Banda ◽  
Ellen Frye
Keyword(s):  
Developmental Disabilities ◽  
Experimental Design ◽  
Communication Skills ◽  
Observational Learning ◽  
Video Modeling ◽  
Single Subject ◽  
Design Studies ◽  
Communicative Behaviors ◽  
Speech Generating Device ◽  
Treatment Package

Abstract One of the instructional techniques reported in the literature to teach communication skills to persons with autism is video modeling (VM). VM is a form of observational learning that involves watching and imitating the desired target behavior(s) exhibited by the person on the videotape. VM has been used to teach a variety of social and communicative behaviors to persons with developmental disabilities such as autism. In this paper, we describe the VM technique and summarize the results of two single-subject experimental design studies that investigated the acquisition of spontaneous requesting skills using a speech generating device (SGD) by persons with autism following a VM intervention. The results of these two studies indicate that a VM treatment package that includes a SGD as one of its components can be effective in facilitating communication in individuals with autism who have little or no functional speech.

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