Association for Behavior Analysis International

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39th Annual Convention; Minneapolis, MN; 2013

Event Details


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Symposium #369
CE Offered: BACB
Teaching Mathematics to Students with Severe Developmental Disabilities
Monday, May 27, 2013
3:30 PM–4:50 PM
205 C-D (Convention Center)
Area: DDA/EDC; Domain: Applied Research
Chair: Keri Stevenson Bethune (James Madison University)
Discussant: Robert C. Pennington (University of Louisville)
CE Instructor: Keri Stevenson Bethune, Ph.D.
Abstract:

Mathematics is one of the academic areas assessed for all students as proposed by No Child Left Behind (NCLB, 2002). Students with severe developmental disabilities participate through alternate assessments based on alternate achievement standards. For this population, in general, the field knows more about teaching reading than teaching mathematics. The purpose of this symposium is to present evidence on instructional procedures and evidence-based practices for teaching mathematics content to this population. The first study, presented by Fred Spooner, will focus on a comprehensive literature review for published articles in an attempt to document evidence-based practices for teaching mathematics content. The second study, presented by Keri Bethune was a field test which included progress monitoring with a series of AB designs for seven individual case studies. The third study, presented by Alicia Saunders examined the effects of computer-based video instruction (CBVI) to teach grade-aligned mathematics skills using a single-case multiple probe design across skills with concurrent replication across three students with autism spectrum disorders. The study also aimed to determine the degree to which generalization of skills occurred in the general education classroom. The implications for instructional interventions and evidence-based practices will be discussed.

Keyword(s): mathematics, severe disabilities
 

A Meta-Analysis on Teaching Mathematics to Students With Significant Cognitive Disabilities

FRED SPOONER (University of North Carolina at Charlotte), Diane Browder (University of North Carolina at Charlotte), Lynn Ahlgrim Delzell (University of North Carolina at Charlotte), Shawnee Wakeman (University of North Carolina at Charlotte)
Abstract:

A comprehensive review was conducted on teaching mathematics to individuals with significant cognitive disabilities and to identify evidence-based practices. Guidelines from the National Council of Teachers of Mathematics (NCTM) were used to begin to identify studies from 1975-2005. Sixty-five articles yielding 54 single-subject and 14 group studies were identified for an overall total of 68 experiments, as two articles reported multiple experiments, and one had both single-subject and a group experiment. Evidence was found that students with significant disabilities could learn mathematics based on overall strong effect size. Articles also were found that addressed all five NCTM components of mathematics (number & operations, measurement, algebra, geometry, & data analysis), but most addressed numbers and computation or measurement with high school/transition aged students who had moderate intellectual disability (ID), in classrooms, teaching the mathematical component identified by NCTM as measurement (e.g., money), using systematic prompting and feedback in a massed trial format, and about 30% met all five quality indicators identified in the recent literature. Issues for the future include level of support to allow students to acquire mathematical content, the intensity of instruction, and more guidance from the research-based literature, as the literature at this juncture is sparse.

 

Early Numeracy Instruction for Students With Moderate and Severe Developmental Disabilities

KERI STEVENSON BETHUNE (James Madison University), Diane Browder (University of North Carolina at Charlotte), Fred Spooner (University of North Carolina at Charlotte), Alicia F. Saunders (University of North Carolina at Charlotte), Melissa Hudson (University of North Carolina at Charlotte)
Abstract:

Competence in early numeracy skills highly correlate with success in mathematics in later years; however, many students, including students with moderate and severe disabilities, lack a sound foundation in early numeracy skills. This presentation provides a conceptual model for teaching early numeracy skills to elementary students with moderate and severe developmental disabilities, as well as presents pilot research in both special and general education settings. This study included three special education teachers, three paraprofessionals, three general education elementary math teachers, three doctoral students in special education (who provided support to the teachers and paraprofessionals), and eight elementary students with moderate/severe disabilities (one student was dropped due to poor school attendance). The study took place in the special education teachers classrooms (for small group story-based math instruction) and the general education classroom (where the general education teacher provided group instruction and the paraprofessional provided embedded instruction). Special education teachers provided scripted math instruction to small groups utilizing systematic prompting techniques and graphic organizers. Data showed that all students made progress towards the targeted math objectives as measured on individually administered weekly math assessments, and that students were able to generalize those skills to the embedded instruction in the general education classrooms.

 

The Effects of Computer-Based Video Instruction on the Acquisition of Grade-Aligned Mathematics Skills in Elementary Students with ASD and Intellectual Disabilities

ALICIA F. SAUNDERS (University of North Carolina at Charlotte), Ya-yu Lo (University of North Carolina at Charlotte)
Abstract:

Computer-based video instruction (CBVI) has been shown to be effective in teaching discrete mathematical skills to students with Autism Spectrum Disorder (ASD) and intellectual disabilities (Chen & Bernard-Opitz, 1993; Whalen et al., 2010); however, no studies to date have examined teaching more complex mathematical skills. CBVI is likely to be effective in teaching students with ASD because it is a multi-treatment package which can include explicit instruction, feedback, modeling, prompting, repetition of instruction, and positive reinforcement (Ota & DuPaul, 2002; Mechling, 2005; Pennington, 2010). This presentation will discuss the results of a study which examined the effects of computer-based video instruction on grade-aligned mathematics skills in three students with Autism Spectrum Disorder and intellectual disabilities. It will also discuss the generalization of skills to general education mathematics problems in an inclusive general education mathematics classroom. The study used a multiple-probe across behaviors (topic areas) with concurrent replication across students. Sample projected data for this study have been included.

 

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