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Figure 1. Percent of multiplication problems solved correctly for Diane, Joe, <strong>and</strong> Sam when us<strong>in</strong>g the FLYPen as a mathematical <strong>in</strong>structional tool. 376 / <strong>Education</strong> <strong>and</strong> <strong>Tra<strong>in</strong><strong>in</strong>g</strong> <strong>in</strong> <strong>Developmental</strong> <strong>Disabilities</strong>-September 2009
was first <strong>in</strong>troduced. Specifically, when compar<strong>in</strong>g the last two sessions of at the end of the basel<strong>in</strong>e phase <strong>and</strong> the first two sessions at the beg<strong>in</strong>n<strong>in</strong>g of the <strong>in</strong>tervention phase, there was an <strong>in</strong>crease from 14.3% of the problems be<strong>in</strong>g solved correctly to 50% of the problems be<strong>in</strong>g solved correctly (an <strong>in</strong>crease of 35.7%) <strong>in</strong>dicat<strong>in</strong>g an immediate change of level for Joe. Sam Dur<strong>in</strong>g Sam’s basel<strong>in</strong>e, the mean percent of problems solved correctly was 48.6%. The mean dur<strong>in</strong>g the <strong>in</strong>tervention phase was 74.3%, <strong>in</strong>dicat<strong>in</strong>g an <strong>in</strong>crease <strong>in</strong> the overall problems solved correctly. The mean for Sam’s ma<strong>in</strong>tenance phase was 70.0%, suggest<strong>in</strong>g a slight decrease <strong>in</strong> the problems Sam solved correctly once the <strong>in</strong>tervention ended. Visual analysis <strong>in</strong>dicated that Sam demonstrated a high variability of performance dur<strong>in</strong>g the basel<strong>in</strong>e phase; however, less variability was observed dur<strong>in</strong>g <strong>in</strong>tervention. Additionally, the median for the basel<strong>in</strong>e phase was 28.6% of the problems solved correctly <strong>and</strong> the median for the <strong>in</strong>tervention phase is 100% of the problems solved correctly signify<strong>in</strong>g an <strong>in</strong>crease <strong>in</strong> the level dur<strong>in</strong>g the <strong>in</strong>tervention phase. There was also a rapid <strong>in</strong>crease observed between the last session of basel<strong>in</strong>e where the assessment score was 14.3% solved correctly <strong>and</strong> the first session of the <strong>in</strong>tervention phase where the assessment score was 50.0% (<strong>in</strong>crease of 35.7%), which reveals an immediate change of level. Discussion The purpose of this study was to exam<strong>in</strong>e the effectiveness of the FLY Pen when used as a mathematical <strong>in</strong>structional tool for students with mild <strong>in</strong>tellectual disabilities. The results <strong>in</strong>dicate an <strong>in</strong>crease <strong>in</strong> students’ assessment scores on multiplication facts dur<strong>in</strong>g the <strong>in</strong>tervention phase; however, the extent of these results was variable among the students. The results suggest that all three participants experienced an immediate <strong>in</strong>crease <strong>in</strong> the percentage of problems solved correctly when they <strong>in</strong>itially began us<strong>in</strong>g the FLY Pen. These results support previous research that found technology may be beneficial when used to teach math skills to students with mild <strong>in</strong>tellectual disabilities (Horton et al., 1992; Jaspers & Van Lieshout, 1994; Masteropieri et al., 1997). Dihoff, Brosvic, Epste<strong>in</strong>, <strong>and</strong> Cook (2005) exam<strong>in</strong>ed the improvement of mathematics abilities of students with mild disabilities. They found that students who received immediate feedback from an educator or from an Immediate Feedback Assessment Technique (IF AT) on mathematical assessments demonstrated reductions <strong>in</strong> errors <strong>and</strong> a greater retention of the material. The FLY Pen similarly provides students with immediate feedback through its beeps (<strong>in</strong>dicat<strong>in</strong>g a correct number or answer was written) or prompts <strong>in</strong>dicat<strong>in</strong>g an <strong>in</strong>correct answer (i.e., the pen say<strong>in</strong>g “not there yet, there’s more to do”). Dihoff et al. called for an <strong>in</strong>strument that can be used by students with disabilities that can not only assess correct answers but also provide feedback <strong>and</strong> correct misunderst<strong>and</strong><strong>in</strong>gs of material. The audible output provided by the FLY Pen does this through the feedback given when a student answers a question <strong>in</strong>correctly. The prompts assist students <strong>in</strong> identify<strong>in</strong>g where errors are made <strong>and</strong> allow them to cont<strong>in</strong>ue work<strong>in</strong>g on solv<strong>in</strong>g problems until a correct answer is obta<strong>in</strong>ed. A teacher who is work<strong>in</strong>g <strong>in</strong>dividually with a student typically would provide this type of oneon-one feedback. S<strong>in</strong>ce the pentop computer can provide this feedback <strong>in</strong>stead, this may help to decrease the amount of time teachers spend work<strong>in</strong>g one-on-one with students. While the FLY Pen does provide immediate feedback, there was variability <strong>in</strong> the students’ assessment scores <strong>and</strong> responses to the <strong>in</strong>tervention. Diane, who expressed a dislike for us<strong>in</strong>g the technology <strong>in</strong> front of her classmates, demonstrated the most significant changes <strong>in</strong> her assessment scores dur<strong>in</strong>g the <strong>in</strong>tervention <strong>and</strong> ma<strong>in</strong>tenance phases. When Diane expressed discomfort <strong>in</strong> us<strong>in</strong>g the pentop computer <strong>in</strong> front of her classmates, she was accommodated by be<strong>in</strong>g allowed to use the FLY Pen <strong>in</strong> a separate room across the hall. Diane expressed an <strong>in</strong>crease <strong>in</strong> motivation for learn<strong>in</strong>g her multiplication facts after us<strong>in</strong>g the FLY Pen. Although allowed to use a multiplication table (<strong>in</strong> addition to the FLY Pen) for her work, Diane tended to only use the FLY Pen. Follow<strong>in</strong>g the <strong>in</strong>ter- FLY Pen Math / 377
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Education
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Education
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Education
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Best Practices in
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plication facts to middle school st
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Multiculturalism, Religion, <strong
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disability that are conveyed throug
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the rest of society until acted upo
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abilities as an opportunity for spi
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ability and qualit
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TABLE 1 Dolly Gray Children’s Lit
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who did not clearly have a developm
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TABLE 3 Juvenile Literature with Ma
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TABLE 5 Characterizations i
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drome in The Duche
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Special Olympics). Most of the recr
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“add depth and m
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Gresham, Kern, Barreras, Thornton,
Page 37 and 38:
number of cases of sin</str
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TABLE 1 Continued
Page 41 and 42: TABLE 1 Continued
Page 53 and 54: Target Behaviors A number of social
Page 55 and 56: to promote social skills in
Page 57 and 58: *Hine, J. F., & Wo
Page 59 and 60: Learn by Doing: A
Page 61 and 62: implemented is consistent across pe
Page 63 and 64: concludes the program with an empha
Page 65 and 66: TABLE 2 Scholar Pretest Directions:
Page 67 and 68: dren with autism. If, through these
Page 69 and 70: classroom. This program not only ga
Page 71 and 72: tism and Other <st
Page 73 and 74: Typically students with low IQs, <s
Page 75 and 76: applied the vocabulary word to a gi
Page 77 and 78: Jacob, Carl, and R
Page 79 and 80: ting them apart. J
Page 81 and 82: cannot provide this type of <strong
Page 83 and 84: Pentop Computers as Tools for Teach
Page 85 and 86: Okolo, & Courtad, 2007). Smart toys
Page 87 and 88: computer for all multiplication pro
Page 89 and 90: software immediately repeated the n
Page 91: tool. Prior to the in</stro
Page 95 and 96: ecause all of the students would be
Page 97 and 98: Effectiveness of Parent and
Page 99 and 100: is well known that when parents lea
Page 101 and 102: tion Program (PTCP) for teach<stron
Page 103 and 104: (reinforcers, prom
Page 105 and 106: Figure 2. Percentage of correct res
Page 107 and 108: Figure 4. Percentage of correct res
Page 109 and 110: is not progressing
Page 111 and 112: care and domestic
Page 113 and 114: enced based on IEP goals, whereas r
Page 115 and 116: TABLE 1 Definition
Page 117 and 118: to the criteria in
Page 119 and 120: Figure 2. Percentage of occurrence
Page 121 and 122: intervention was s
Page 123 and 124: goal setting on ta
Page 125 and 126: Increasing Compreh
Page 127 and 128: plied systematic promptin</
Page 129 and 130: TABLE 2 Book Adaptations Book Dirty
Page 131 and 132: Intervention. Like baselin<
Page 133 and 134: Figure 2. Number of correct respons
Page 135 and 136: mined is that this
Page 137 and 138: Evaluating the Acc
Page 139 and 140: TABLE 1 Characteristics of children
Page 141 and 142: educators. These educators were enr
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TABLE 3 Mean ratin
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could help a teacher better underst
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