The Taped Problems Intervention: Increasing the Math Fact Fluency of a Student with an Intellectual Disability

Autor/inn/en	McCallum, Elizabeth; Schmitt, Ara J.
Titel	The Taped Problems Intervention: Increasing the Math Fact Fluency of a Student with an Intellectual Disability
Quelle	In: International Journal of Special Education, 26 (2011) 3, S.276-284 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Intervention; Mental Retardation; Mathematics Instruction; Arithmetic; Mathematics Skills; Grade 8; Middle School Students; Audiovisual Aids; Instructional Effectiveness; Evidence + Suchen Sie Ihr Suchwort? Geistige Behinderung; Mathematics lessons; Mathematikunterricht; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Audiovisuelles Medium; Unterrichtserfolg; Evidenz
Abstract	The Taped Problems intervention is an evidence-based practice that involves a self-monitored, audio-recording procedure in which students follow along with automated recordings of math facts and their solutions. A multiple-probes-across-tasks design was used to evaluate the effectiveness of the Taped Problems intervention on the division-fact fluency of an eighth-grade student with an intellectual disability. Results indicated immediate and sustained increases in the student's division-fact fluency across sets of problems. Discussion focuses on the practical implications of the results, limitations of the current investigation, and directions for future studies. (Contains 1 figure.) (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10