Teaching multiplication facts to students with learning disabilities.
Multiple baseline designs were used to examine the effects of an instructional package on accuracy of performance in solving multiplication facts by 3 students with learning disabilities. The instructional package included the following components: (a) a modified instructional sequence in which multiplication facts were grouped into the zeros, ones, doubles, fives, and nines categories, and those remaining; (b) identification of the category in which each fact belonged; (c) mnemonic strategies associated with solving facts in each category; and (d) steps to be completed for solving facts in each category. Results indicated that the instructional package produced substantial and immediate effects. After receiving instruction, a participant's accuracy was often 100%, and this was maintained throughout the evaluation even as other strategies were introduced. Comparable results occurred across students, demonstrating replication of the effects of the instructional package.
Davenport Community School District, Iowa, USA.
D K
DK
Wood
A R
AR
Frank
D P
DP
Wacker
D001741:Black or African American / Q000193:education; D002648:Child; D004495:Education of Persons with Intellectual Disabilities / Q000379:methods*; D004521:Educational Measurement; D006801:Humans; D007859:Learning Disabilities / Q000534:rehabilitation*; D008282:Mainstreaming, Education / Q000458:organization & administration; D008297:Male; D008433:Mathematics; D013664:Teaching Materials; D044465:White People / Q000193:education