etadd_47(3) - Division on Autism and Developmental Disabilities

More documents

Recommendations

Info

cluded if (a) the sample included at least one student with MID enrolled in school (i.e., a student between the ages of 3 and graduation or exiting school and was referred to as a student with MID by the authors of the study and/or the IQ reported in the study was between 50 and 75); (b) the study focused on an academic mathematics intervention, operationally defined as an intervention targeting a skill area for advancement in school mathematics rather than daily living skills such purchasing groceries or counting money; (c) the article was published in a peer-reviewed journal in English between 1999 and 2010; and (d) the research occurred in the United States. Common reasons articles were excluded included (a) the description of the participants was unspecified; (b) the data for participants with MID were aggregated with data for other disabilities and could not be isolated; (c) the term MID (or something equivalent) was used by the authors, but all participants had IQs outside of the 50–75 range; and/or (d) the studies were conducted in foreign countries where MID is defined differently (often with IQs up to 85) (e.g., Kroesbergen & Van Luit, 2005). Articles focused on assessment (e.g., identification of students for special education services); descriptions of characteristics of students with disabilities; and position papers were also excluded. Multiple methods were used to locate articles meeting the criteria. First, a keyword search was completed utilizing four electronic databases: PsychInfo, ERIC, Wilson Select, and ProQuest. Due to the number of terms used synonymously with MID, articles that used the terms mild mental retardation, developmental disability, cognitive disability, mild intellectual disability, and mild cognitive impairment were included in the study (Sandieson, 1998). For the keyword search, math* was combined with the following terms: mental impairment, mild cognitive, mild intellectual, mild mental retardation, and mild developmental. The researchers also used the search terms, intellectual and cognitive disab*, and evaluated the IQ of the participants within these studies. Next, the researchers reviewed both general and special education journals for articles meeting the criteria published between the years 1999 and 2010. A hand search was completed by looking for relevant articles in the following journals: Journal for Research in Mathematics Education, Exceptional Children, The Journal of Special Education, Remedial and Special Education, and Education and Training in Autism and Developmental Disabilities. During the hand search, the researchers evaluated articles by looking for the search terms described above as well as any terms that might be relevant to this study (e.g., students with mild disabilities, math difficulties, etc.), but not specifically included in the search terms in the computer database search. Finally, the researchers completed an ancestral search using the references of the articles meeting criteria for inclusion in this study. All of the articles were located in electronic databases using keyword searches except for one article which was located by hand-searching the selected journals. The ancestral search did not result in finding any articles that met inclusion criteria. Results Seven studies were found addressing academic mathematics interventions for students with MID published between the years 1999 and 2010 (see Table 1). The participants ranged in ages from children in elementary school to a 23-year-old adult in an after high school program. The majority of the studies on mathematics instruction and students with MID (i.e., six of seven) were focused on procedural instruction; in other words, mathematics facts or computation involving basic arithmetic (e.g., addition, subtraction, multiplication, and division facts and traditional algorithmic procedures). The other study– focused on conceptual instruction–involved an intervention based on the use of mathematical models, prompts for cognition/metacognition related to problem structure and algebraic procedures for solving word problems. Procedural Instruction Flashcards. Flashcards were used in four of the six studies focused on procedural instruction, each designed to improve the mathematical fact knowledge of students with MID (Dihoff, Brosvic, Epstein, & Cook, 2005; Hayter, 392 / Education and Training in Autism and Developmental Disabilities-September 2012
TABLE 1 Studies of Mathematics Interventions for Students with MID: 1999–2010 Citation Intervention Sante, Laughlin, & Weber (2001) Neef, Nelles, Iwata, & Page (2003) Dihoff, Brosvic, Epstein, & Cook (2005) Hayter, Scott, McLaughlin, & Weber (2007) Bouck, Bassette, Taber- Doughty, Flanagan, & Szwed (2009) Rao & Mallow (2009) Rao & Kane (2009) Flashcards for learning multiplication facts Meta-cognitive and model-based instruction for addition and subtraction word problems Students received feedback from the teacher while completing multiple choice questions in response to flashcards Flashcards for leaning multiplication facts Pentop computer for teaching multiplication computation Simultaneous prompting system for automatic recall of multiplication facts Simultaneous prompting system for regrouping during decimal subtraction Scott, McLaughlin, & Weber, 2007; Rao & Mallow, 2009; Sante, McLaughlin, & Weber, 2001). Sante and colleagues conducted a sin- #of Subjects with MID Setting Design Results 2 Middle school self-contained classroom 1 After high school program for students with intellectual disabilities 55 Elementary school 2 High school selfcontained classroom 3 Middle school self-contained classroom 1 Middle school self-contained classroom 2 Middle school self-contained classroom Multiple baseline across participants Multiple baseline across behaviors Group comparison Multiple baseline across participants Multiple baseline across participants Multiple baseline across participants Multiple baseline across participants Students’ rate of accuracy with multiplication facts improved. Student’s word problem solving performance improved. Students’ retention of arithmetic facts (addition, subtraction, multiplication & division) improved. The skills learned were maintained by the participants for about one-to-two weeks. Student showed higher motivation and improved accuracy on multiplication facts. Students’ performance with multiplication computation improved and was maintained by the participants. Students’ accuracy and speed for recalling multiplication facts improved and was maintained and generalized. Students maintained and generalized the skill of successful decimal subtraction procedures. gle subject design study focused on improving multiplication facts that included two sixthgrade participants with MID and ADHD. Both Mathematics and Students with MID / 393
Page 1 and 2:
Education and Training in Autism an
Page 3 and 4:
Page 5 and 6:
Page 7 and 8:
ities. Scholars have argued that do
Page 9 and 10:
discussions were held with 12 addit
Page 11 and 12:
TABLE 1 A Sample of Community Funds
Page 13 and 14:
et al., 2007). At the school, stude
Page 15 and 16:
students opportunities to work and
Page 17 and 18:
Browder, D. M., & Cooper-Duffy, K.
Page 19 and 20:
Page 21 and 22:
of words, and in the short term wer
Page 23 and 24:
TABLE 3 Word Lists List No. Trainin
Page 25 and 26:
TABLE 6 Pairwise Comparisons on Pos
Page 27 and 28:
Word Identification or Word Attack
Page 29 and 30:
erate to severe disabilities. Excep
Page 31 and 32:
ess in a variety of subjects includ
Page 33 and 34:
TABLE 1 Target Vocabulary Words by
Page 35 and 36:
Figure 1. Example of PowerPoint Sli
Page 37 and 38:
TABLE 3 Mean Percentage of Correct
Page 39 and 40:
Figure 4. Jake’s percentages corr
Page 41 and 42:
man-Martin et al. (2005) by demonst
Page 43 and 44:
Page 45 and 46:
used in the study that did not foll
Page 47 and 48:
lected. Stories were read in a quie
Page 49 and 50:
y determining the number of interva
Page 51 and 52:
with the removal of the interventio
Page 53 and 54:
Accordingly, recent research has in
Page 55 and 56:
Method Participants Four male child
Page 57 and 58:
TABLE 2 Play Scale - Developmental
Page 59 and 60:
elated utterances, which were used
Page 61 and 62:
Figure 1. Ian’s Progress in Play
Page 63 and 64:
Figure 3. Ryan’s Progress in Play
Page 65 and 66:
Figure 5. Social Validity: Average
Page 67 and 68:
(2000). A comparison of video model
Page 69 and 70:
Page 71 and 72:
Method Participants Four high schoo
Page 73 and 74:
TABLE 1 Task Analyses for all Tasks
Page 75 and 76:
Figure 1. Holly multiple baseline g
Page 77 and 78:
Figure 3. Norman multiple baseline
Page 79 and 80:
ing at photographs. Jake only requi
Page 81 and 82:
tion, some aspects of the target be
Page 83 and 84:
table video aids may lead to greate
Page 85 and 86:
TABLE 2 Task Analyses Including Vid
Page 87 and 88:
table.” During the session, the t
Page 89 and 90:
Figure 2. Percent of steps with err
Page 91 and 92: ter the 15 th session. With table w
Page 93 and 94: our students, it may have been diff
Page 95 and 96: Education and Training in Autism an
Page 97 and 98: TABLE 2 Participants Demographic Da
Page 99 and 100: opening of the lesson, the teacher
Page 101 and 102: TABLE 4 Total Number of Items Answe
Page 103 and 104: Figure 2. Total number of procedura
Page 105 and 106: serve both cognitive (e.g., self in
Page 107 and 108: and quasi-experimental designs for
Page 111 and 112: & Cobb, 2002). Generalization, the
Page 113 and 114: academic activities in the classroo
Page 115 and 116: Procedure Baseline. In this multipl
Page 117 and 118: condition for each student. With th
Page 119 and 120: was repeated across all participant
Page 121 and 122: Boning, R. A. (1997). SRA Specific
Page 125 and 126: TABLE 1 Student demographic informa
Page 127 and 128: ping, dining out, voting) and diffe
Page 129 and 130: TABLE 2 Content Standards, Alternat
Page 131 and 132: Student Achievement Figures 3-6 pro
Page 133 and 134: Figure 4. Student data across math
Page 135 and 136: Figure 6. Student data across math
Page 137 and 138: A second limitation of the current
Page 141: y students with intellectual disabi
Page 145 and 146: subject design to provide an interv
Page 147 and 148: Neef and colleagues (2003) demonstr
Page 149 and 150: abilities. Education and Training i
show all

etadd_47(3) - Division on Autism and Developmental Disabilities

Create successful ePaper yourself

Delete template?

Save as template?