Intensive Intervention for Students with Mathematics Disabilities: Seven Principles of Effective Practice

Autor/inn/en	Fuchs, Lynn S.; Fuchs, Douglas; Powell, Sarah R.; Seethaler, Pamela M.; Cirino, Paul T.; Fletcher, Jack M.
Titel	Intensive Intervention for Students with Mathematics Disabilities: Seven Principles of Effective Practice
Quelle	In: Learning Disability Quarterly, 31 (2008) 2, S.79-92 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
Schlagwörter	Intervention; Learning Disabilities; Word Problems (Mathematics); Grade 3; Mathematics Instruction; Special Needs Students; Cognitive Processes; Mathematical Concepts; Remedial Mathematics; Elementary School Mathematics; Teaching Methods; Computer Uses in Education; Numeracy; Drills (Practice); Student Motivation + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Textaufgabe; School year 03; 3. Schuljahr; Schuljahr 03; Mathematics lessons; Mathematikunterricht; Sonderpädagogischer Förderbedarf; Cognitive process; Kognitiver Prozess; Elementare Mathematik; Schulmathematik; Teaching method; Lehrmethode; Unterrichtsmethode; Computernutzung; Rechenkompetenz; Schulische Motivation
Abstract	The focus of this article is intervention for third-grade students with serious mathematics deficits at third grade. In third grade, such deficits are clearly established, and identification of mathematics disabilities typically begins. We provide background information on two aspects of mathematical cognition that present major challenges for students in the primary grades: number combinations and story problems. We then focus on seven principles of effective intervention. First, we describe a validated, intensive remedial intervention for number combinations and another for story problems. Then, we use these interventions to illustrate the first six principles for designing intensive tutoring protocols for students with mathematics disabilities. Next, using the same validated interventions, we report the percentage of students whose learning outcomes were inadequate despite the overall efficacy of the interventions and explain how ongoing progress monitoring represents a seventh, and perhaps the most essential, principle of intensive intervention. We conclude by identifying issues and directions for future research in the primary and later grades. (Contains 2 figures and 1 table.) (As Provided).
Anmerkungen	Council for Learning Disabilities. P.O. Box 4014, Leesburg, VA 20177. Tel: 571-258-1010; Fax: 571-258-1011; Web site: http://www.cldinternational.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10