Concrete-Semiconcrete-Abstract (CSA) Instruction: A Decision Rule for Improving Instructional Efficacy

Autor/inn/en	Sealander, Karen A.; Johnson, Gae R.; Lockwood, Adam B.; Medina, Catherine M.
Titel	Concrete-Semiconcrete-Abstract (CSA) Instruction: A Decision Rule for Improving Instructional Efficacy
Quelle	In: Assessment for Effective Intervention, 38 (2012) 1, S.53-65 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508412453164
Schlagwörter	Discovery Learning; Teaching Methods; Direct Instruction; Mathematics Instruction; Learning Disabilities; Elementary School Students; Grade 1; Grade 2; Subtraction; Student Evaluation; Instructional Effectiveness; Instructional Improvement + Suchen Sie Ihr Suchwort? Entdeckendes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Mathematics lessons; Mathematikunterricht; Learning handicap; Lernbehinderung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Subtraktion; Schulnote; Studentische Bewertung; Unterrichtserfolg; Unterrichtsqualität
Abstract	A concrete-semiconcrete-abstract (CSA) instructional approach derived from discovery learning (DIS) was embedded in a direct instruction (DI) methodology to teach eight elementary students with math disabilities. One-minute abstract-level probes were the primary metric used to assess student performance on subtraction problems (minuends 0-9). A single-subject, multiple-baseline across-participants design was used to identify the differential effects of discontinuing instruction at crossover (i.e., the point when the correct response rate exceeded the incorrect response rate). Results indicate that the commonly accepted practice of teaching an entire CSA unit of lessons may not be the most efficacious approach for classroom teachers. Instead, through daily data collection and application of the "crossover decision rule" (discontinue rule), teachers can selectively target those students appropriate for additional concrete- and/or semiconcrete-level instruction and those students for whom continued practice at the abstract level is more appropriate. Implications for teaching computational skills are examined. (Contains 3 tables and 3 figures.) (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	2017/4/10