Effect of a Direct Instruction Flashcard System for Increasing the Performance of Basic Division Facts for a Middle School Student with ADD/OHI

Autor/inn/en	Bjordahl, Michaelyn; Talboy, Rebeccah; Neyman, Jennifer; McLaughlin, T. F.; Hoenike, Richelle
Titel	Effect of a Direct Instruction Flashcard System for Increasing the Performance of Basic Division Facts for a Middle School Student with ADD/OHI
Quelle	In: Journal on Educational Psychology, 8 (2014) 2, S.7-14 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-8827
Schlagwörter	Direct Instruction; Teaching Methods; Mathematics Instruction; Grade 7; Visual Aids; Mathematics Skills; Mathematical Concepts; Error Correction; Instructional Effectiveness; Middle School Students; Attention Deficit Disorders; Maintenance + Suchen Sie Ihr Suchwort? Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; School year 07; 7. Schuljahr; Schuljahr 07; Anschauungsmaterial; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Korrektur; Unterrichtserfolg; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung
Abstract	The purpose of this study was to evaluate the effects of a Direct Instruction (DI) flashcard system on the mastery, accuracy and fluency of basic division math facts (numbers 0-12) for a seventh grade boy, diagnosed with Attention Deficit Disorder (ADD). The effects of the DI flashcard system were examined in a multiple baseline design across problem sets. DI flashcards require the student to provide the correct solution quickly and if an error occurs, the student is required to engage in error correction using a model, lead, and test procedure. The overall outcomes indicated large increases in student accuracy. Maintenance of treatment gains was also found with several division facts with our participant. The present outcomes replicate the range of classroom settings and disability designations. For the most part, employing flashcard procedures were easy to implement and evaluate in a middle school resource classroom setting. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01