The Effectiveness of Direct Instruction Mathematics on Teaching Numeral Identification to a High School Student with Down Syndrome in a Special Education Classroom
Faculty Sponsor
Jennifer M. Neyman
neyman@gonzaga.edu
Session Type
Poster Presentation
Research Project Abstract
The purpose of the study was to evaluate the effectiveness of Direct Instruction (DI) Mathematics teaching technique on numeral identification with a 16-year-old male with Down syndrome and Autism. Event recording assessed the participant’s ability to correlate quantities with numerals using counting blocks and numeral flashcards. A multiple baseline design was used to display progress across the target numerals. For the intervention, the researchers would tell the participant the name of the shown numeral. After multiple trials, the researchers guided teaching the quantity of numerals with the use of manipulatives. Then, the participant practiced on his own. Finally, the researchers presented numerals in random order for the participant to identify. The participant reached mastery for 3 numerals. The DI procedure was effective for a classroom setting and utilizing manipulatives to develop numeral identification.
Session Number
PS2
Location
HUB Multipurpose Room
Abstract Number
PS2-f
The Effectiveness of Direct Instruction Mathematics on Teaching Numeral Identification to a High School Student with Down Syndrome in a Special Education Classroom
HUB Multipurpose Room
The purpose of the study was to evaluate the effectiveness of Direct Instruction (DI) Mathematics teaching technique on numeral identification with a 16-year-old male with Down syndrome and Autism. Event recording assessed the participant’s ability to correlate quantities with numerals using counting blocks and numeral flashcards. A multiple baseline design was used to display progress across the target numerals. For the intervention, the researchers would tell the participant the name of the shown numeral. After multiple trials, the researchers guided teaching the quantity of numerals with the use of manipulatives. Then, the participant practiced on his own. Finally, the researchers presented numerals in random order for the participant to identify. The participant reached mastery for 3 numerals. The DI procedure was effective for a classroom setting and utilizing manipulatives to develop numeral identification.
