Effects of Self-Monitoring on Math Competency of an Elementary Student with Cerebral Palsy in an Inclusive Classroom

Autor/inn/en	Sheehey, Patricia H.; Wells, Jenny C.; Rowe, Mary
Titel	Effects of Self-Monitoring on Math Competency of an Elementary Student with Cerebral Palsy in an Inclusive Classroom
Quelle	In: Preventing School Failure, 61 (2017) 3, S.211-219 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2016.1261268
Schlagwörter	Metacognition; Cerebral Palsy; Intervention; Mathematics Instruction; Mathematics Achievement; Incidence; Learning Disabilities; Cues; Tactual Perception; Inclusion; Grade 1; Elementary School Students; Accuracy; Addition; Subtraction; Computation; Filipino Americans; Children; Intelligence Tests; Graphs; Cognitive Development; Young Children; Wechsler Preschool and Primary Scale of Intelligence + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Hirnlähmung; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Vorkommen; Learning handicap; Lernbehinderung; Stichwort; Taktile Wahrnehmung; Inklusion; School year 01; 1. Schuljahr; Schuljahr 01; Subtraktion; Philippines; Filipino; United States; Inhabitant; People; Philippinen; Philippiner; USA; Einwohner; Bewohner; Child; Kind; Kinder; Intelligence test; Intelligenztest; Grafische Darstellung; Kognitive Entwicklung; Frühe Kindheit
Abstract	Students with cerebral palsy (CP) without severe intellectual impairments often experience difficulties in mathematics performance. Given the high prevalence of learning difficulties in students with CP, few studies have examined interventions to improve the math competency of these students (Jenks et al., 2009). A single-subject reversal design was used to examine the impact of a tactile cued self-monitoring with self-graphing intervention on the number of basic math problems completed and the number of math problems completed accurately by a student with CP in a first-grade inclusion classroom. Results indicated that the student increased the number and accuracy of single-digit addition and subtraction computations during independent work in an inclusion setting using this intervention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01