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| Format: | Artículo científico |
| Language: | en |
| Published: |
Universidad de Almería
2010
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| Online Access: | https://www.redalyc.org/articulo.oa?id=293122002001 |
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Table of Contents:
- Using a Direct Instruction Flashcard System with Two Students with Learning Disabilities Patti Glover Thomas McLaughlin K. Mark Derby Jan Gower Psicología Math Facts DI Flashcards Action Research Learning Dsabilities Multiple Baseline Research Design Introduction. The use of Direct Instruction (DI) flashcards has been suggested as an effective classroom intervention procedure. The present case report examined the use of DI flashcards with two adolescents with learning disabilities. Objectives. The purpose of this research was to increase the correct rate and decrease the error rate for see/write digits in multiplication using DI Flashcards and a back three strategy for errors. Another objective was to provide an expansion and replication of our previous work with DI flashcards. Method. Our participants were two elementary students learning disabilities. After baseline, a Direct Instruction flashcard procedure was implemented. The study was conducted in a resource room that served intermediate aged elementary students. The school was located in a high poverty area of a large urban school district. The effects of our intervention were evaluated in a multiple baseline design across students. Results. Each participant improved their mastery of math facts. These changes were immediate and large for the first two sets. Some generalization to the problems in last set of problems was found for both participants. Discussion. The flash card procedure was inexpensive and easily implemented in a resource room setting. Recommendations for employing DI flashcards by teachers are provided. 2010 artículo científico 1696-2095 https://www.redalyc.org/articulo.oa?id=293122002001 en http://www.redalyc.org/revista.oa?id=2931 Electronic Journal of Research in Educational Psychology application/pdf Universidad de Almería Electronic Journal of Research in Educational Psychology (España) Num.2 Vol.8