Effects of a Strategic Intervention with iPad Practice on the Multiplication Fact Performance of Fifth-Grade Students with Learning Disabilities

Autor/inn/en	Ok, Min Wook; Bryant, Diane Pedrotty
Titel	Effects of a Strategic Intervention with iPad Practice on the Multiplication Fact Performance of Fifth-Grade Students with Learning Disabilities
Quelle	In: Learning Disability Quarterly, 39 (2016) 3, S.146-158 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948715598285
Schlagwörter	Grade 5; Intervention; Learning Disabilities; Telecommunications; Handheld Devices; Mathematics; Mathematics Instruction; Mathematics Education; Technology Uses in Education; Pretests Posttests; Elementary School Mathematics; Elementary School Students; Texas + Suchen Sie Ihr Suchwort? School year 05; 5. Schuljahr; Schuljahr 05; Learning handicap; Lernbehinderung; Telekommunikationstechnik; Mathematik; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Elementare Mathematik; Schulmathematik
Abstract	This study investigated the effects of explicit, strategic intervention with iPad application practice on the multiplication fact performance and strategy use of elementary students with learning disabilities (LD) using a single-case, multiple probe design across participants. Four fifth-grade students with LD received 15 1:1 intervention sessions in multiplication facts. Results indicated that all students made significant growth in multiplication fact performance across the study and maintained the intervention gains 2 weeks following the intervention. Overall, students increased their use of a doubling strategy taught during intervention and were able to retrieve facts automatically after intervention sessions. Social validity interview results indicated that participants had positive perspectives about the intervention. Implications for practice and suggestions for future research are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01