Using DI Flashcards with a Count-By Series Procedure with a Fourth Grade Student with ADHD and Learning Issues in a Resource Room Setting Math Facts with an Evaluation of Generalization to New Math Facts (original) (raw)
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– The purpose of this study was to determine the effectiveness of DI flashcards with a math racetrack procedure on the simple addition facts up through 20 on a second grade boy in a resource room setting. A multiple baseline design and a variation of addition facts up through 20, was in the ratio of mastered to unknown number addition facts around the racetrack was employed. Throughout the study the student was very distracted and had a hard time focusing, so half way through we placed a new reward if the student stayed on task and was working hard. This seemed to be very successful and the student worked very hard throughout the rest of the intervention. The results for the participant indicated that the DI flashcards and math racetrack were effective in increasing the accuracy, fluency and retention of the identifying basic addition facts up through 20 and was very easy to implement in a school setting.
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The purpose of this study was to evaluate the effects of DI flashcard system mastery of the multiplication facts of a 12-year-old boy and a 15-year-old girl in their respective special education classrooms. Both participants were diagnosed with autism (ASD). When DI flashcards were employed performance for both participants increased. Larger gains were found for our elementary school participant. The DI flashcard procedure was easy to implement and evaluate. Suggestions for additional research with DI flashcards were made.
The purpose of this study was to evaluate the effects of a Direct Instruction (DI) flashcard system on the mastery, accuracy and fluency of basic division math facts (numbers 0-12) for a seventh grade boy, diagnosed with Attention Deficit Disorder (ADD). The effects of the DI flashcard system were examined in a multiple baseline design across problem sets. DI flashcards require the student, to provide the correct solution quickly and if an error occurs, the student is required to engage in error correction using a model, lead, and test procedure. The overall outcomes indicated large increases in student accuracy. Maintenance of treatment gains was also found with several division facts with our participant. The present outcomes replicates the range of classroom settings and disability designations. For the most part, employing flashcard procedures were easy to implement and evaluate in a middle school resource classroom setting.
– The purpose of the present study was to assess the effectiveness of Direct Instruction (DI) flashcards on improving the mastery of basic multiplication facts. Our participant was a fifth grade student attending a parochial school. Our participant was falling farther behind in his math and that is why he was selected to participate by his classroom teacher. The number of correct math facts was the dependent variable. Based on pre-testing three sets of math facts were devised. A multiple baseline design across sets was employed. The overall outcomes indicated large improvements in student performance when DI flashcards were used to teach our participant his math facts. The practicality and efficacy of employing DI flashcards was discussed. Our findings replicate several of our own studies employing DI flashcards to teach basic skills in math or reading.
– The purpose of this study was to evaluate the effectiveness of Direct Instruction (DI) flashcards with multiplication facts with a fourth grade learning disabled student. The ability to quickly know multiplication facts within a three second time constraint was the purpose of this study. A multiple baseline design was used to evaluate the intervention. The results of this study revealed that DI flashcards with multiplication facts is an effective way to teach multiplication facts. Generalization to other problem types was found. Our overall outcomes replicate previous research using DI flashcards. Suggestions for future research were made.
The purpose of this study was to evaluate the effects of Direct Instruction (DI) flashcard system on the basic multiplication facts of 14-year-old female student with a learning disability. She was enrolled in a middle school math resource room in a large urban school district in the Pacific Northwest. The number of correct math facts was the major dependent variable. A multiple baseline design across problem sets was implemented to assess the effectiveness of the DI flashcard procedure. The overall outcomes indicated an increase in student performance. The issues related to employing DI flashcards were discussed. Three of the five sets of math facts were mastered. However, performance improvements in the other two sets where DI flashcards were not employed were also found.
The purpose of this study was to evaluate the effects of DI flashcard system mastery of the multiplication facts of a 12-year-old boy and a 15-year-old girl in their respective special education classrooms. Both participants were diagnosed with autism (ASD). When DI flashcards were employed performance for both participants increased. Larger gains were found for our elementary school participant. The DI flashcard procedure was easy to implement and evaluate. Suggestions for additional research with DI flashcards were made.
Direct instruction is an evidenced teaching method for instruction for a wide range of skills. This study examined the effects of the Direct Instruction (DI) flashcard system with a five-year-old boy in a special education preschool classroom. The DI flashcard system was evaluated in a multiple baseline design across three sets of numbers. The dependent variable was the number of correct responses. An increase in number recognition was found in all three sets containing numbers 1 through 10. By the end of the study, our participant had mastered all the numbers in the sets. Therefore, increasing his knowledge of number recognition. The benefits of employing DI flashcards in a preschool setting were discussed.