A Comparison of Three Instructional Methods for Teaching Math Skills to Secondary Students with Emotional/Behavioral Disorders

Autor/inn/en	Billingsley, Glenna; Scheuermann, Brenda; Webber, Jo
Titel	A Comparison of Three Instructional Methods for Teaching Math Skills to Secondary Students with Emotional/Behavioral Disorders
Quelle	In: Behavioral Disorders, 35 (2009) 1, S.4-18 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0198-7429
Schlagwörter	Emotional Disturbances; Behavior Disorders; Intelligence Quotient; Mathematics Skills; Mathematics Instruction; Teaching Methods; Secondary School Students; Comparative Analysis; Computer Assisted Instruction; Conventional Instruction; Blended Learning; Age Differences; Disabilities; Attendance Patterns; Student Motivation; High School Students; Woodcock Johnson Psycho Educational Battery + Suchen Sie Ihr Suchwort? Gefühlsstörung; Intelligenzquotient; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarschüler; Computer based training; Computerunterstützter Unterricht; Age; Difference; Age difference; Altersunterschied; Handicap; Behinderung; Schulische Motivation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	The purpose of this study was to determine the most effective of three instructional methods for teaching mathematics to secondary students with emotional and behavioral disorders. A single-subject alternating-treatments research design was used to compare three instructional methods: direct teach, computer-assisted instruction, and a combination of both methods. Disability label, age, and IQ were related to learning outcomes. In addition, although the combined method was more effective for some learners, variables such as attendance and motivation, as well as IQ, comorbid conditions, age, and number of years spent in school, affected learning outcomes. (Contains 3 tables and 2 figures.) (As Provided).
Anmerkungen	Council for Children with Behavioral Disorders. Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site: http://www.ccbd.net/behavioraldisorders/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10