the effects of direct instruction flashcards on shape recognition and ...

Academic Research International
ISSN: 2223-9553
Volume 1, Issue 3, November 2011
cards so <strong>the</strong> student will be provided extra practice to reduce errors (Hopewell, McLaughlin, & Derby,
2011; Kaufman, McLaughlin, Derby, & Waco, 2011; Silbert et al., 1981). DI <strong>flashcards</strong> have also
been used to master many concepts and discrete items in <strong>the</strong> curricula such as math facts (Glover et
al., 2010; Sante, McLaughlin, Weber, & Gower, 2008; Winett & Winkler, 1972) or sight words (Ruwe
et al., 2011). Flashcards can also be easily adapted for a variety <strong>of</strong> academic areas (Erbey,
McLaughlin, Derby, & Everson, 2011; Glover, McLaughlin, Derby, & Gower, 2010).
One purpose <strong>of</strong> this study was to evaluate <strong>the</strong> effectiveness <strong>of</strong> a flashcard and reading racetrack
procedure to improve recall and recognition <strong>of</strong> common shapes. A second purpose was to replicate
our previous research with younger students. The final purpose was to employ a different measure
(saying shapes or colors) than we have in previous research.
METHOD
Participants and Setting
The participants <strong>of</strong> this study were two preschool children with disabilities. Participant 1 was a 5-yearold
female who had been diagnosed with Doose Syndrome, a seizure disorder, and labeled as
developmentally delayed. Her IEP goal areas included pre-academic, adaptive, communication, fine
and gross motor. Results from Vineland Adaptive Behavior Scales () showed she was functioning at an
age equivalency <strong>of</strong> two years. The second participant was a developmentally delayed 4-year-old male
receiving services in <strong>the</strong> areas <strong>of</strong> pre-academic skills, communication, and fine motor. Nei<strong>the</strong>r student
was able to identify more than three common shapes by name, or recognize by visual prompts, at <strong>the</strong>
start <strong>of</strong> this study.
The study took place within <strong>the</strong> self-contained special education preschool classroom at an elementary
school in <strong>the</strong> Pacific Northwest. One <strong>of</strong> <strong>the</strong> participants was in <strong>the</strong> morning session <strong>of</strong> preschool and
<strong>the</strong> o<strong>the</strong>r participant was in <strong>the</strong> afternoon session. Both classes were part <strong>of</strong> a special education
preschool program consisting <strong>of</strong> a wide variety <strong>of</strong> students with mild to moderate disabilities. Data
was collected at <strong>the</strong> beginning <strong>of</strong> <strong>the</strong> day during <strong>the</strong> entry task or at <strong>the</strong> end <strong>of</strong> <strong>the</strong> day during free play.
Sessions lasted approximately 5-10 minutes ei<strong>the</strong>r at a table on <strong>the</strong> opposite side <strong>of</strong> <strong>the</strong> classroom
away from o<strong>the</strong>r children or at an isolated corner towards <strong>the</strong> back <strong>of</strong> <strong>the</strong> classroom. These locations
were chosen to reduce <strong>the</strong> distraction from o<strong>the</strong>r students in <strong>the</strong> classroom.
Materials
Both participants used 3 x 5 inch laminated <strong>flashcards</strong>. One side <strong>of</strong> <strong>the</strong> card had a colored or noncolored
shape approximately 1.5 inches by 2.5 inches in size. The o<strong>the</strong>r side had <strong>the</strong> name <strong>of</strong> <strong>the</strong> shape
so that <strong>the</strong> presenter could easily give corrective feedback or praise to <strong>the</strong> child depending on <strong>the</strong>
vocalization. A data sheet was used for each participant that consisted <strong>of</strong> <strong>the</strong> six different shapes being
tested. Data sheets were marked for correct or incorrect choices with using a plus for correct and a
minus for incorrect.
Dependent Variable and Measurement Procedures
The dependent variable for both participants in <strong>the</strong> study was correct vocalizations. For Participants 1
and 2, a correct vocalization for <strong>the</strong> <strong>flashcards</strong> was defined as <strong>the</strong> student saying <strong>the</strong> correct name <strong>of</strong>
<strong>the</strong> shape within six seconds, or <strong>the</strong> student saying an incorrect name, but self correcting before
moving on to <strong>the</strong> next flashcard. During <strong>the</strong> intervention period for Participant 1, a change in <strong>the</strong>
criteria for <strong>the</strong> dependent variable was made. The participant was generalizing every shape shown to
be ei<strong>the</strong>r a triangle or a circle. The dependent variable for Participant 1 changed to having <strong>the</strong> correct
vocalization <strong>of</strong> yes/no given <strong>the</strong> question “is this a triangle” Correct responses were recorded as plus
signs while errors were recorded as minus signs. Each participant had <strong>the</strong>ir own data sheet. The data
sheet for Participant 1 consisted <strong>of</strong> six columns for <strong>the</strong> shapes and rows representing each day. The
data sheet for Participant 2 also contained an additional row for <strong>the</strong> racetrack.
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