Literaturnachweis - Detailanzeige
| 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 | In: Journal of Special Education Technology, 35 (2020) 3, S.119-132 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-6434 |
| DOI | 10.1177/0162643419852929 |
| Schlagwörter | Mathematics Instruction; Learning Problems; Teaching Methods; At Risk Students; Intervention; Educational Technology; Correlation; Cues; Metacognition; Handheld Devices; Kindergarten; Computer Assisted Instruction; Common Core State Standards; Alignment (Education); Attention Deficit Disorders Mathematics lessons; Mathematikunterricht; Lernproblem; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Korrelation; Stichwort; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Computer based training; Computerunterstützter Unterricht; Common core curriculum; Curriculum; Kerncurriculum; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung |
| Abstract | Students who demonstrate mathematics difficulties (MDs) in the early grades are at risk of poor educational outcomes. Fortunately, strategic early mathematics intervention programs can improve academic outcomes for students with MDs, 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. [For the corresponding grantee submission, see ED603886.] (As Provided). |
| Anmerkungen | SAGE Publications. 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 | 2024/1/01 |
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