Individualized Instructional Delivery Options: Adapting Technology-Based Interventions for Students with Attention Difficulties

Autor/inn/en	Shanley, Lina; Strand Cary, Mari; Turtura, Jessica; Clarke, Ben; Sutherland, Marah; Pilger, Marissa
Titel	Individualized Instructional Delivery Options: Adapting Technology-Based Interventions for Students with Attention Difficulties
Quelle	(2019), (42 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Learning Problems; Teaching Methods; At Risk Students; Intervention; Educational Technology; Correlation; Cues; Metacognition; Handheld Devices; Accuracy; Kindergarten; Computer Assisted Instruction; Individualized Instruction; Common Core State Standards; Alignment (Education); Attention Deficit Disorders + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Lernproblem; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Korrelation; Stichwort; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Computer based training; Computerunterstützter Unterricht; Individualisierender Unterricht; Common core curriculum; Curriculum; Kerncurriculum; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung
Abstract	Students who demonstrate mathematics difficulties in the early grades are at risk for poor educational outcomes. Fortunately, strategic early mathematics intervention programs can improve academic outcomes for students with mathematics difficulties, and instructional technology has demonstrated promise in delivering targeted and individualized mathematics instruction. However, it is unclear whether instructional technology is effective for all students, and there is a dearth of research on adaptations to technology-based interventions for students with difficulties attending to instruction. To this end, the current study investigated functional relations between the use of targeted instructional cueing and self-regulation support features in an iPad-based mathematics program, and improved response accuracy for kindergarten students. Results presented here suggest a functional relation between the provision of instructional cueing and self-regulation support features, and improved response accuracy for students who participated in an iPad-based mathematics intervention program. Implications for early mathematics instruction and technology-based intervention development are discussed. [This paper will be published in "Journal of Special Education Technology."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01