A Comparison of Effects of Direct Instruction Flashcards and Math Racetracks on Multiplication Facts with High School Special Education Student with Intellectual Disability and ADHD
Faculty Sponsor
Jennifer Neyman, Gonzaga University
Research Project Abstract
This study’s purpose was to compare the effectiveness between Direct Instruction (DI) flashcards and Math Racetracks on the number of correct multiplication facts for afourteen-year-old boy with a learning disability and attention deficit hyperactivity disorder (ADHD). The setting was a library conference room in a High School. The target skill was the correct number of multiplication facts. A frequency count data collection system within an alternating treatment design compared which intervention would be more successful. Reliability was 100%. DI flashcard system presented individual flashcards with multiplication facts written on it. If an error was made the researchers performed a model-lead-test-re-test correction strategy. The intervention deck was repeated until few or no errors were made. Math Racetracks used a graphic racetrack with 19 spaces for multiplication facts with repeated trials. If an error occurred, a model-lead-test-re-test correction was employed. Overall, DI Flashcards was more successful than Math Racetracks.
Session Number
PS1
Location
Graves Gym
Abstract Number
PS1-e
A Comparison of Effects of Direct Instruction Flashcards and Math Racetracks on Multiplication Facts with High School Special Education Student with Intellectual Disability and ADHD
Graves Gym
This study’s purpose was to compare the effectiveness between Direct Instruction (DI) flashcards and Math Racetracks on the number of correct multiplication facts for afourteen-year-old boy with a learning disability and attention deficit hyperactivity disorder (ADHD). The setting was a library conference room in a High School. The target skill was the correct number of multiplication facts. A frequency count data collection system within an alternating treatment design compared which intervention would be more successful. Reliability was 100%. DI flashcard system presented individual flashcards with multiplication facts written on it. If an error was made the researchers performed a model-lead-test-re-test correction strategy. The intervention deck was repeated until few or no errors were made. Math Racetracks used a graphic racetrack with 19 spaces for multiplication facts with repeated trials. If an error occurred, a model-lead-test-re-test correction was employed. Overall, DI Flashcards was more successful than Math Racetracks.
