scholarly journals Effects of Self-Graphing and Goal Setting on the Math Fact Fluency of Students with Disabilities

2008 ◽  
Vol 1 (2) ◽  
pp. 36-41 ◽  
Author(s):  
Patricia M. Figarola ◽  
Philip L. Gunter ◽  
Julia M. Reffel ◽  
Susan R. Worth ◽  
John Hummel ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Goal Setting ◽  
Math Fact Fluency ◽  
Fact Fluency

scholarly journals Lessons Learned From a Rural Classroom Study: Transitioning From Concrete to Virtual Manipulatives to Teach Math Fact Fluency to Students With Learning Disabilities

2021 ◽  
Vol 3 (1) ◽  
pp. 42-68
Author(s):  
Matthew Kabel ◽  
Jiyung Hwang ◽  
Jiwon Hwang
Keyword(s):  
Rural Areas ◽  
Lessons Learned ◽  
Virtual Manipulatives ◽  
Learning And Teaching ◽  
Use Of Technology ◽  
Math Fact Fluency ◽  
Fact Fluency ◽  
Classroom Study ◽  
Carry Over ◽  
The Many

As the use of technology has become more prevalent within the educational environment over the past decade, the emergence of the use of virtual manipulatives to support student learning in math has made transitioning to technology-infused math instruction unavoidable. Students in rural areas, however, have tended to receive far less technology-infused instruction due to the many challenges faced by rural schools that can adversely affect academic opportunities and disrupt equity in learning and teaching. In the current paper, we report on a classroom study conducted to examine whether the previously proven effects of concrete manipulatives can carry over into those of virtual manipulatives when teaching math fact fluency in multiplication and explored the potential for virtual manipulatives in rural classrooms from the teacher’s perspective.  Quantitative and qualitative results both indicated a promising potential for usage of virtual manipulatives, with meaningful implications for practitioners. The educational implications for designing and planning effective instruction incorporating virtual manipulatives are discussed.

Enhancing Self-Determination Skills for Students With Emotional and Behavioral Disorders

2019 ◽  
Vol 55 (4) ◽  
pp. 238-244
Author(s):  
Katelyn J. Zirkus ◽  
Joseph J. Morgan
Keyword(s):  
Students With Disabilities ◽  
Behavioral Disorders ◽  
Goal Setting ◽  
Emotional And Behavioral Disorders ◽  
Self Determination ◽  
Planning System ◽  
School Outcomes ◽  
Relevant Variable ◽  
Potential Relationship ◽  
Students With Ebd

Research suggests a potential relationship between self-determination and improved post-school outcomes for students with disabilities. Self-determination represents a particularly relevant variable which deserves increased attention for students with emotional and behavioral disorders (EBD); however, there is no consistent understanding on how to actually design instruction to enhance self-determination for students with EBD. This article offers a person-centered planning system developed for and in collaboration with students with EBD to address such post-school outcomes through the development of youth autonomy and goal-setting.

Comparison of a math fact rehearsal and a mnemonic strategy approach for improving math fact fluency

2013 ◽  
Vol 51 (6) ◽  
pp. 659-667 ◽  
Author(s):  
Peter M. Nelson ◽  
Matthew K. Burns ◽  
Rebecca Kanive ◽  
James E. Ysseldyke
Keyword(s):  
Mnemonic Strategy ◽  
Math Fact Fluency ◽  
Fact Fluency

Developing Math Fact Fluency

2020 ◽  
pp. 193-210
Author(s):  
Caroline B. Ebby ◽  
Elizabeth T. Hulbert ◽  
Rachel M. Broadhead
Keyword(s):  
Math Fact Fluency ◽  
Fact Fluency

Intensification and Individualization of Self-Regulation Components Within Self-Regulated Strategy Development

2020 ◽  
Vol 56 (3) ◽  
pp. 131-140
Author(s):  
Sara Sanders ◽  
Lauren Hart Rollins ◽  
Linda H. Mason ◽  
Ashley Shaw ◽  
Kristine Jolivette
Keyword(s):  
Reading Comprehension ◽  
Students With Disabilities ◽  
Goal Setting ◽  
Emotional And Behavioral Disorders ◽  
Self Regulation ◽  
Strategy Instruction ◽  
Academic Skills ◽  
Strategy Development ◽  
Instructional Approach ◽  
Self Monitoring

Self-regulated strategy development (SRSD) is an effective instructional approach used to teach academic strategies for skills such as writing and reading comprehension. Included in SRSD are direct strategy instruction and explicit procedures for teaching self-regulation skills, a method that has been effective at improving academic skills of students with disabilities, including those with emotional and behavioral disorders (EBD). However, due to pre-existing deficits in self-regulation skills, students with EBD may benefit from intensifying the four self-regulation skills already present in SRSD. This article provides practical examples for intensifying goal setting, self-monitoring, self-instructions, and self-reinforcement within the existing SRSD instructional approach.

Using Computer-Assisted Instruction to Build Math Fact Fluency

2016 ◽  
Vol 52 (3) ◽  
pp. 141-147 ◽  
Author(s):  
Renee O. Hawkins ◽  
Tai Collins ◽  
Colleen Hernan ◽  
Emily Flowers
Keyword(s):  
Mobile Applications ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Math Skills ◽  
Student Progress ◽  
Math Fact Fluency ◽  
Research Findings ◽  
Implementation Guidelines ◽  
Fact Fluency ◽  
Assisted Instruction

Research findings support the use of computer-assisted instruction (CAI) as a curriculum supplement for improving math skills, including math fact fluency. There are a number of websites and mobile applications (i.e., apps) designed to build students’ math fact fluency, but the options can become overwhelming. This article provides implementation guidelines to help teachers plan for CAI, including criteria for selecting a program and recommendations for monitoring student progress. In addition, free resources for CAI are discussed.

Self-Determination in Elementary Students: A Conversation With Dr. Michael L. Wehmeyer

2021 ◽  
pp. 105345122110329
Author(s):  
Todd F. Haydon ◽  
Angelica Masthay-Bermudez
Keyword(s):  
Higher Education ◽  
Developmental Disabilities ◽  
Elementary Students ◽  
Students With Disabilities ◽  
Doctoral Students ◽  
Goal Setting ◽  
State System ◽  
Self Determination ◽  
Intellectual And Developmental Disabilities ◽  
Federally Funded

Dr. Michael L. Wehmeyer has been recognized nationally and internationally for his research on intellectual and developmental disabilities and is well known as a leader on the concept of self-determination. His career has spanned experiences from the state system to higher education. He has been the recipient of several federally funded grants to support his research and to prepare doctoral students for leadership activities. He shared his reflections with Intervention in which he describes the benefit of teaching students with disabilities goal setting and the pursuit of those goals for a meaningful and purposeful life.

The usefulness of the ICF framework in goal setting for students with autism spectrum disorder

2019 ◽  
Vol 22 (2) ◽  
pp. 43-53
Author(s):  
Irene Rämä ◽  
Elina Kontu ◽  
Raija Pirttimaa
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Behavior ◽  
Students With Disabilities ◽  
Goal Setting ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
World Health ◽  
International Classification Of Functioning ◽  
Coding System ◽  
Students With Autism

Abstract An Individualized Education Plan (IEP) is a multi-disciplinary, team-developed plan that is required for a child receiving special education services. IEPs are tools for setting objectives that are responsive to students with special needs. The International Classification of Functioning, Disability and Health (ICF) is a hierarchical classification for human functioning and disability developed by the World Health Organization (WHO). The ICF classification can be used as a structural and conceptual instrument in goal setting. In this study the educational IEP objectives of five Finnish students with autism spectrum disorder (ASD) are examined within the ICF framework. The focus is in the goals concerning the development of communication and social behavior because the main criteria for ASD comprise disabilities and challenges in communication and social behavior. The aim of the study was to assess the usefulness of the ICF coding system with regard to educational goals and objectives of students with ASD. The core content of the goals was extracted to linking units, which were coded into categories of the ICF classification. The results revealed that only few of possible ICF categories were used, the goals linked to communication technologies were heavily stressed, and the relation between the goals and general curriculum was vague. As a conclusion it is suggested that teachers and multi-disciplinary teams might benefit from standardizing their mutual conceptual framework with the help of the ICF when setting goals or objectives for students with disabilities.

A comparative analysis of massed vs. distributed practice on basic math fact fluency growth rates

2015 ◽  
Vol 53 (2) ◽  
pp. 149-159 ◽  
Author(s):  
Greg M. Schutte ◽  
Gary J. Duhon ◽  
Benjamin G. Solomon ◽  
Brian C. Poncy ◽  
Kathryn Moore ◽  
...  
Keyword(s):  
Comparative Analysis ◽  
Growth Rates ◽  
Distributed Practice ◽  
Math Fact Fluency ◽  
Fact Fluency
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