The Differential Effects of the DI Flashcard Procedure on Multiplication Facts with a 13-Year-Old Middle School Student with Learning Disabilities
- Authors
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Sorcha Connor-Boyle
Author
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Marissa N. Harvey
Author
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Jennifer Neyman
Author
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T. F. McLaughlin
Author
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- Keywords:
- Math Facts, DI Flashcards, Learning Disabilities, Multiple Baseline Design, Middle School Student, Low Socio-Economic School, Mathematics
- Abstract
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The purpose of this study was to evaluate the effects of Direct Instruction (DI) flashcard system on the basic multiplication facts of 14-year-old female student with a learning disability. She was enrolled in a middle school math resource room in a large urban school district in the Pacific Northwest. The number of correct math facts was the major dependent variable. A multiple baseline design across problem sets was implemented to assess the effectiveness of the DI flashcard procedure. The overall outcomes indicated an increase in student performance. The issues related to employing DI flashcards were discussed. Three of the five sets of math facts were mastered. However, performance improvements in the other two sets where DI flashcards were not employed were also found.
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- Published
- 2016-01-04
- Issue
- Vol. 5 No. 1 (2016)
- Section
- Articles