scholarly journals Helping a Student with Learning Disabilities Develop Automaticity with Multiplication Facts

2020 ◽  
Vol 8 (7) ◽  
pp. 106-122
Author(s):  
Estella De Los Santos
Keyword(s):  
Learning Disabilities ◽  
Multiple Baseline ◽  
Grade Student ◽  
Baseline Design ◽  
Eighth Grade Student ◽  
Multiplication Facts ◽  
Flash Cards ◽  
Elementary Years ◽  
Basic Understanding ◽  
Over Time

An eighth-grade student, was able to memorize multiplication facts (0 to 10) for the zeroes to fives with 100% accuracy. In a previous study [1] the student used skip counting and her hands to recall all the facts for the ones to fives. The overall goal of the current study was to improve the student’s automaticity of multiplication facts (0-10) for the ones through fives, such as 4 x 6 = 24. The student had been taught multiplication concepts in her elementary years and she did have a basic understanding of the meaning of multiplication facts as shown in the previous study.  She understood that 4 x 6 is a representation of four sets of six or 6 + 6 + 6 + 6 = 24.  The student had used skip counting and flash cards with illustrations of the multiplication facts to memorize the multiplication facts. In the current study a multiple baseline design was used to measure the acquisition of fluency of multiplication facts over time. The student was able to develop automaticity with 80% accuracy by giving the solution within 3 seconds for all of the facts (0-10) for the ones through fives.

scholarly journals Special Needs Student Developing Automaticity With Multiplication Facts Six to Nine

2021 ◽  
Vol 9 (12) ◽  
pp. 221-237
Author(s):  
Estella De Los Santos
Keyword(s):  
Ninth Grade ◽  
Multiple Baseline ◽  
Grade Student ◽  
Baseline Design ◽  
Multiplication Facts ◽  
Flash Cards ◽  
Elementary Years ◽  
Basic Understanding ◽  
Ninth Grade Student ◽  
Over Time

In previous studies, the student used skip counting and her hands to recall [1] all the multiplication facts for the ones to fives and also gained automaticity [2] for the ones to fives facts. In the current study the ninth-grade student was able to memorize the multiplication facts (0 to 10) for the sixes to nines and gained automaticity with 80% accuracy. The overall goal of the current study was to improve the student’s automaticity of multiplication facts (0-10) for the sixes through nines, such as 6 x 7 = 42. The student had been taught multiplication concepts in her elementary years and she has a basic understanding of the meaning of multiplication facts as shown in the previous studies.  She understood that 6 x 7 is a representation of six sets of seven or 7 + 7 + 7 + 7 + 7 + 7 = 42.  The student had previously used skip counting and flash cards with illustrations of the multiplication facts to memorize the facts. In the current study a multiple baseline design was used to measure the acquisition of fluency of multiplication facts over time. The student was able to develop automaticity with 80% accuracy by giving the solution within 3 seconds for all of the facts (0-10) for the sixes through nines.

An Experimental Analysis of the Nature of Reversal Errors in Children with Severe Learning Disabilities

1979 ◽  
Vol 2 (3) ◽  
pp. 40-45 ◽  
Author(s):  
Stanley L. Deno ◽  
Berttram Chiang
Keyword(s):  
Learning Disabilities ◽  
Alternative Explanation ◽  
Learning Disabled ◽  
Neurological Dysfunction ◽  
Multiple Baseline ◽  
Letter Identification ◽  
Baseline Design ◽  
Lower Case ◽  
Learned Behaviors ◽  
Reversal Errors

Reversal errors in letter identification are frequently used as diagnostic evidence of neurological dysfunction. An alternative explanation for reversals is that they represent learned behaviors susceptible to training. The purpose of the present study was to provide evidence bearing on this issue. Five severely learning disabled students from grades three through five were presented with the task of naming lower-case letters b, d, p, and q in 30-second trials and un-timed, respectively. A multiple-baseline design across subjects was used experimentally to determine the extent to which changes in the incentive conditions would have any clear and immediate affect on the students' reversal errors. The results, in general, showed that reversal errors decreased abruptly when incentives were introduced and, in some instances, did not increase when incentives were removed. The findings provide a basis for viewing reversals optimistically as behaviors which may be changed through training rather than pessimistically as signs of neurological or perceptual defects.

Effects of Cross-Age Tutoring on Word-Recognition Performance of Learning Disabled Students

1980 ◽  
Vol 3 (4) ◽  
pp. 11-19 ◽  
Author(s):  
Berttram Chiang ◽  
Harold W. Thorpe ◽  
Craig B. Darch
Keyword(s):  
Learning Disabilities ◽  
Word Recognition ◽  
Recognition Performance ◽  
Learning Disabled ◽  
Individualized Instruction ◽  
Multiple Baseline ◽  
Fifth Grade ◽  
Second Grade ◽  
Baseline Design ◽  
Cross Age Tutoring

Research has suggested that cross-age tutoring strategies facilitate individualized instruction for children with learning disabilities. Using a multiple-baseline design and direct, daily measures as the dependent variable, the present study evaluated the effects of four fifth-grade LD students tutoring one third-grade and three second-grade LD students on word-recognition skills. The results indicated that the cross-age tutoring procedure was mutually beneficial for the tutors and the tutees. During the intervention phase, all tutees improved their performance on reading sixty morphemes, while all tutors showed impressive gains in reading multisyllable words containing one or more of the morphemes they had taught. The implications of the findings for programming within LD classrooms are discussed.

Improving the Narrative Writing of Students with Learning Disabilities

1994 ◽  
Vol 15 (1) ◽  
pp. 21-32 ◽  
Author(s):  
Marjorie Montague ◽  
Alexandra G. Leavell
Keyword(s):  
Learning Disabilities ◽  
High School Students ◽  
Junior High School ◽  
Multiple Baseline ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Writing Ability ◽  
Baseline Design ◽  
Student Differences

The purpose of this study was to investigate the effects of procedural and substantive facilitation—specifically, instruction in character development—on the quality and length of narratives written by 9 Junior High School students with learning disabilities. A multiple baseline design across triads was used to determine the effects of treatment. Results indicated that over a period of 2 months, students generally made substantial increases in the amount they wrote and mild to moderate increases in the quality of the stories produced. Recommendations are given for individualizing instruction considering student differences in writing ability, background, motivation, interest, and attention.

The Use of Email to Coach Early Childhood Teachers

2018 ◽  
Vol 40 (3) ◽  
pp. 212-228 ◽  
Author(s):  
Erin E. Barton ◽  
Elizabeth A. Pokorski ◽  
Stephanie Gossett ◽  
Erin Sweeney ◽  
Jia Qiu ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Teachers ◽  
Multiple Baseline ◽  
Multiple Baseline Design ◽  
Baseline Design ◽  
Target Behaviors ◽  
Sustained Use ◽  
Recommended Practices ◽  
Inclusive Early Childhood ◽  
Over Time

The purpose of this study was to evaluate the use of performance-based feedback (PF) delivered via email on early childhood teachers’ sustained use of recommended practices within inclusive early childhood classrooms. A multiple baseline design across behaviors was replicated across three teachers to examine the relation between PF delivered via email and teachers’ use of target recommended practices across settings, over time, and during covert observations. Results indicated PF delivered via email was an effective method for increasing teachers’ use of target behaviors; however, generalization and maintenance varied across teachers.

Teaching Middle School Students with Learning Disabilities to Solve Word Problems Using a Schema-Based Approach

1999 ◽  
Vol 20 (1) ◽  
pp. 50-64 ◽  
Author(s):  
Asha K. Jitendra ◽  
Kathryn Hoff ◽  
Michelle M. Beck
Keyword(s):  
Learning Disabilities ◽  
Problem Solving ◽  
Word Problem ◽  
Word Problems ◽  
Multiple Baseline ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Word Problem Solving ◽  
Baseline Design

The present study investigated the effectiveness of a schema strategy on the mathematical word-problem-solving performance of 4 sixth- and seventh-grade students (2 girls, 2 boys) with learning disabilities. A multiple-baseline design across students and across two behaviors was used. Results indicated that the schema strategy led to an increase in word-problem-solving performance for all 4 students. Further, these results were maintained at a 2 and 4 weeks follow-up, and all 4 students' performance on two-step word problems (M = 86% correct) at the end of the study surpassed that of the normative sample (M = 54% correct). Student treatment acceptability ratings revealed that the strategy was helpful in solving word problems.

Persuasive Quick-Writing about Text: Intervention for Students with Learning Disabilities

2019 ◽  
Vol 45 (1) ◽  
pp. 122-146 ◽  
Author(s):  
Stephen Ciullo ◽  
Linda H. Mason ◽  
Laura Judd
Keyword(s):  
Learning Disabilities ◽  
Reading Interventions ◽  
Persuasive Writing ◽  
Multiple Baseline ◽  
Strategy Development ◽  
Students With Learning Disabilities ◽  
Baseline Design ◽  
Writing Students ◽  
Students With Ld ◽  
Essay Quality

Researchers examined the effects of self-regulated strategy development (SRSD) to teach students with learning disabilities (LD) to compose persuasive quick-writing about text. The study included a multiple-baseline design with multiple probes for eight students with LD in grades four and five. Researchers observed a functional relationship by systematically replicating the intervention across all student participants. Following SRSD instruction for paraphrasing text and persuasive quick-writing, students increased their persuasive writing outcomes. Improvements were also noted for essay quality and writing length. Implications for future integrated writing and reading interventions are provided.

Predictable Generalization in Academic Learning as a Result of Preskills and Strategy Training

1981 ◽  
Vol 4 (2) ◽  
pp. 203-216 ◽  
Author(s):  
John Lloyd ◽  
Nancy J. Saltzman ◽  
James M. Kauffman
Keyword(s):  
Strategy Training ◽  
Multiple Baseline ◽  
Academic Learning ◽  
Baseline Design ◽  
Fine Grained ◽  
Rapid Acquisition ◽  
Multiplication Facts ◽  
Dependent Variables ◽  
Division Problems ◽  
Instructional Session

The effects of Preskills and Strategy Training were assessed on acquisition of basic multiplication and division skills. In Experiment 1, four boys were first taught preskills for a set of multiplication facts. Preskills alone did not enable children to perform multiplication tasks correctly. When subjects were taught a strategy for using the preskills, they were able to solve problems for which they received the Strategy Training; correct performance generalized to problems for which the preskills but not the strategy had been taught. A multiple-baseline (across subjects) design showed that these effects were reliable. Following Strategy Training each child was given partial Preskill Training for those multiplication facts for which neither Preskills nor Strategy Training had been provided. The children used the preskills to solve the problems correctly. Experiment 2 replicated and extended the findings of Experiment 1 to division and provided a more fine-grained analysis of Strategy Training effects. A novel multiple-baseline design (across subjects) was used in which Strategy Training was introduced successively to three children within a single instructional session lasting 110 minutes, with probes (multiplication and division facts) administered about every nine minutes providing the dependent variables. None of the children completed the division problems correctly during baseline probes. However, they all acquired division skills when taught a strategy. The results of both experiments demonstrate the importance of Preskills Training and the effectiveness of Strategy Training. The results of Experiment 1 showed that generalization across tasks can be predicted when preskills and a strategy are provided; the results of Experiment 2 showed that rapid acquisition of related learning can be obtained by teaching a related strategy.

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.

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