title: Specific intervention for multiplication skill with learning-disabled students.
abstract: A multiple baseline design was used to assess the intervention of individual tutoring to help two learning-disabled students (15 and 16 years old) improve their multiplication of 1-digit numbers over nine days of 10-min. instruction. Observation or visual analysis indicated 40 to 50% improvement after the intervention, and a nonparametric test of randomization showed that the students' improvement was retained during the 2-wk. follow-up.
authors.affiliation: University of Houston at Victoria, USA.
authors.forename: J
authors.initials: J
authors.lastname: Huang
authors.forename: L
authors.initials: L
authors.lastname: Chao
mesh_terms: D000293:Adolescent; D003071:Cognition; D005500:Follow-Up Studies; D006801:Humans; D007859:Learning Disabilities / Q000628:therapy*; D008433:Mathematics; D011897:Random Allocation