The Differential Effects of See/Say/Write Procedure Combined with DI Flashcards on Basic Multiplication Fact Fluency and Accuracy for a 10-year-old Student with an Intellectual Disability and a 10-year-old Student with Autism
Keywords:
see/say/write, DI flashcards, math facts, elementary school students, classroom research, multiple baseline design, autism, intellectual disabilities, maintenance of treatment effectsAbstract
The purpose of the present study was to evaluate the effects of the See/Say/Write
procedure combined with DI flashcards on the accuracy of basic multiplication facts. Two
students with moderate disabilities (autism and intellectual disabilities) participated. A multiple
baseline design across sets of math problems was used to evaluate the combination of the
see/say/write procedure with DI flashcards. There was a clear increase in the accuracy and
fluency of the basic multiplication facts after baseline. When DI flashcards were employed,
improvements in student responding were found. Both participants reached mastery for their
first set of math facts. The procedures were inexpensive and required little time or effort to
implement. Suggestions to improve the speed to mastery were made.
