Education and Training in Developmental Disabilities - Division on ...

computer for all multiplication problems that
they worked on dur<strong>in</strong>g their mathematics
class. Students used the FLY Pen to complete
assigned multiplication problems given
on a worksheet designed by the teacher or
assigned problems from their textbook.
The percentage of multiplication problems
solved correctly dur<strong>in</strong>g each assessment session
was the dependent variable. Prior to the
start of the study, all three of the students
received <strong>in</strong>struction from their special education
teacher on how to solve multiplication
problems. Additionally, at the start of the
study (<strong>and</strong> throughout the completion) the
students’ underst<strong>and</strong><strong>in</strong>g of basic multiplication
facts was assessed through daily timed
tests. A set of 57 r<strong>and</strong>om multiplication problems
was created for the assessments. Of the
57 problems, 31 were basic multiplication
facts (s<strong>in</strong>gle digit numbers multiplied by s<strong>in</strong>gle
digit number, i.e., 3 4) <strong>and</strong> 26 were
mixed problems (double digit numbers multiplied
by a s<strong>in</strong>gle digit number, i.e., 34 5).
The problem set was developed based on the
Saxon mathematics curriculum used by the
students’ teacher. The set was generated
through stratified r<strong>and</strong>om sampl<strong>in</strong>g to ensure
that the multiplication problems <strong>in</strong>cluded a
wide range of numbers from 1-99. The researcher
created the set by arbitrarily select<strong>in</strong>g
non-sequential multiplication problems that
used an assorted selection of digit comb<strong>in</strong>ations.
Specifically, diverse problems such as
8 8, 2 7, <strong>and</strong> 6 5 were chosen for the
set <strong>and</strong> sequential problems such as 8 8,
8 7, <strong>and</strong> 8 6 were <strong>in</strong>tentionally omitted
from the set. A variety of the basic <strong>and</strong> mixed
problems total<strong>in</strong>g ten or fewer questions per
assessment were r<strong>and</strong>omly drawn from the set
of problems dur<strong>in</strong>g each phase of the study.
Dur<strong>in</strong>g the basel<strong>in</strong>e phase, four basic facts
problems <strong>and</strong> three mixed problems were
used. Initially, three, two digit times two digit
problems (i.e. 42 63) were assessed dur<strong>in</strong>g
the basel<strong>in</strong>e phase, however the students were
not assigned problems like this to work on <strong>in</strong>
class with the FLY Pen therefore these data
were not <strong>in</strong>cluded <strong>in</strong> the f<strong>in</strong>al data analysis.
Dur<strong>in</strong>g the <strong>in</strong>tervention <strong>and</strong> ma<strong>in</strong>tenance
phases, the probes consisted of five basic facts
problems <strong>and</strong> five mixed problems.
Materials
FLY pentop computer. The FLY Pen, a
pentop computer developed by LeapFrog © ,
was used dur<strong>in</strong>g the <strong>in</strong>tervention phase. This
pentop computer is a device slightly larger
than a pen <strong>and</strong> uses special paper called
FLY Paper. The FLY Pen writes as a pen,
can assist students with calculations, <strong>and</strong> <strong>in</strong>cludes
various games that support the pen’s
use. In addition, educational software can be
purchased for this device, such as software for
spell<strong>in</strong>g, multiplication <strong>and</strong> division, algebra,
<strong>and</strong> writ<strong>in</strong>g. When the software cartridge is
<strong>in</strong>serted <strong>in</strong>to the top of the FLY Pen <strong>and</strong>
used with the special FLY Paper, students
have access to assistance <strong>in</strong> spell<strong>in</strong>g activities,
solv<strong>in</strong>g multiplication <strong>and</strong> division problems,
<strong>and</strong> organiz<strong>in</strong>g one’s writ<strong>in</strong>g. The FLY Pen
comes with a Launch Pad which provides <strong>in</strong>structions
for the pentop computer <strong>and</strong> activities
that can be done with the FLY Pen.
Multiplication <strong>and</strong> division software. This
study used the FLY Pen multiplication <strong>and</strong>
division mathematics software. The multiplication
<strong>and</strong> division software <strong>in</strong>cluded a software
cartridge, the FLY Control Panel tablet,
FLY Paper used to complete the math problems,
<strong>and</strong> a manual with example problems
<strong>and</strong> directions. The FLY Control Panel tablet
conta<strong>in</strong>ed 40 pages of the FLY grid paper
for students to write multiplication or division
problems follow<strong>in</strong>g a format specified <strong>in</strong> the
manual. This software required students to
use specific steps while solv<strong>in</strong>g their multiplication
or division problems. To ensure that
steps were followed correctly, the FLY Pen
provided auditory prompts about which functions
needed to be completed before mov<strong>in</strong>g
to subsequent steps. When each student
started the <strong>in</strong>tervention phase of the study,
s/he was assigned a box with the study materials
that were stored <strong>in</strong> a nearby cab<strong>in</strong>et for
easy access dur<strong>in</strong>g each math class.
Experimental Design
A multiple probe across students design was
used to determ<strong>in</strong>e the effectiveness of a FLY
Pen on the acquisition of multiplication skills.
The multiple probe design was chosen s<strong>in</strong>ce it
provided a means to decrease the collection of
data across the multiple basel<strong>in</strong>es while at the
FLY Pen Math / 371