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.
Wood
D K
DK
Davenport Community School District, Iowa, USA.
Frank
A R
AR
Wacker
D P
DP
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