A Systematic Review of Treatment Acceptability in Mathematics Interventions for Students with Learning Disabilities

Autor/inn/en	Nelson, Gena; Johnson, Andrea; Sawyer, Mali
Titel	A Systematic Review of Treatment Acceptability in Mathematics Interventions for Students with Learning Disabilities
Quelle	In: Learning Disabilities: A Contemporary Journal, 20 (2022) 1, S.1-16 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-6928
Schlagwörter	Learning Disabilities; Early Intervention; Student Attitudes; Teacher Attitudes; Program Effectiveness; Response to Intervention; Validity; Program Implementation; Mathematics Achievement; Research Design; Course Content; Outcomes of Treatment; Preschool Children; Elementary School Students; Secondary School Students; Teachers + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Schülerverhalten; Lehrerverhalten; Gültigkeit; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Forschungsdesign; Kursprogramm; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sekundarschüler; Lehrer; Lehrerin; Lehrende
Abstract	Treatment acceptability is an aspect of social validity that refers to participants' beliefs and perceptions about the intervention, such as the helpfulness of the strategies or the interventions' efficacy to improve performance. The purpose of this study was to conduct a systematic review of treatment acceptability measures administered during mathematics interventions for students with learning disabilities (LD). We sought to identify the characteristics of the measures and the treatment acceptability outcomes. To be included in this review, studies had to (a) focus on testing the effectiveness of a mathematics intervention, (b) include preschool through 12th grade students who were diagnosed with LD, (c) administer student or teacher measures of treatment acceptability, and (d) employ a single case or group design. This systematic review included 23 studies (22 included student measures, 8 included teacher measures). The majority of studies that reported information about treatment acceptability were single case design (91%), used interview-based measures (47%) and reported qualitative results (90%). Fewer studies used measures that allowed for researchers to provide quantitative results (20%) of treatment acceptability. The results of this systematic review indicated students' and teachers' perceptions about mathematics interventions for students with LD were overwhelmingly positive. We discuss implications of our findings in relation to improving the efficacy of mathematics interventions for students with LD. (As Provided).
Anmerkungen	Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01