Studying the Impact of Video Modeling for Algebra Instruction for Students with Learning Disabilities

Autor/inn/en	Satsangi, Rajiv; Billman, Rachel H.; Raines, Alexandra R.; Macedonia, Anna M.
Titel	Studying the Impact of Video Modeling for Algebra Instruction for Students with Learning Disabilities
Quelle	In: Journal of Special Education, 55 (2021) 2, S.67-78 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466920937467
Schlagwörter	Algebra; Mathematics Instruction; Teaching Methods; Video Technology; Learning Disabilities; Graphs; Problem Solving; Accuracy; Instructional Effectiveness; Cues; Modeling (Psychology); High School Students; Special Education; Student Improvement; Mathematics Tests; Computer Assisted Instruction; Intervention + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Learning handicap; Lernbehinderung; Grafische Darstellung; Problemlösen; Unterrichtserfolg; Stichwort; Modeling; Modelling; Modellierung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Special needs education; Sonderpädagogik; Sonderschulwesen; Computer based training; Computerunterstützter Unterricht
Abstract	An established research base exists for using video modeling to teach students with severe disabilities. However, the application of this strategy for teaching academic skills to students with a learning disability is less known, particularly in secondary mathematics. Video modeling provides a resource for supplementary instruction using age-appropriate technology to support student learning. To explore the use of this strategy in algebra, this study assessed video modeling paired with a system of prompting to teach three secondary students with a mathematics learning disability how to graph linear equations. Using a single subject multiple probe design, the researchers found that student performance across multiple measures, including problem-solving accuracy and independence, improved for all three students during treatment phases. These results and their implications for the broader field of mathematics education 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	2024/1/01