Research Project Title

The Effectiveness of Direct Instruction Mathematics on Teaching Numeral Identification to a High School Student with Down Syndrome in a Special Education Classroom

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

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Apr 28th, 11:00 AM Apr 28th, 12:30 PM

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.