Journal article
Teaching multiplication facts to students with learning disabilities
Journal of applied behavior analysis, Vol.31(3), pp.323-338
1998
DOI: 10.1901/jaba.1998.31-323
PMCID: PMC1284126
PMID: 9757578
Abstract
Multiple baseline designs were used to examine the effects of an instructional package on accuracy of performance in solving multiplication facts by 3 students with learning disabilities. The instructional package included the following components: (a) a modified instructional sequence in which multiplication facts were grouped into the zeros, ones, doubles, fives, and nines categories, and those remaining; (b) identification of the category in which each fact belonged; (c) mnemonic strategies associated with solving facts in each category; and (d) steps to be completed for solving facts in each category. Results indicated that the instructional package produced substantial and immediate effects. After receiving instruction, a participant's accuracy was often 100%, and this was maintained throughout the evaluation even as other strategies were introduced. Comparable results occurred across students, demonstrating replication of the effects of the instructional package.
Details
- Title: Subtitle
- Teaching multiplication facts to students with learning disabilities
- Creators
- Donna K Wood - Davenport Community School District, Iowa, USAAlan R FrankDavid P Wacker
- Resource Type
- Journal article
- Publication Details
- Journal of applied behavior analysis, Vol.31(3), pp.323-338
- Publisher
- United States
- DOI
- 10.1901/jaba.1998.31-323
- PMID
- 9757578
- PMCID
- PMC1284126
- ISSN
- 0021-8855
- eISSN
- 1938-3703
- Language
- English
- Date published
- 1998
- Academic Unit
- Stead Family Department of Pediatrics; Psychological and Quantitative Foundations; Teaching and Learning
- Record Identifier
- 9983993201902771
Metrics
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