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ERIC Number: EJ1082178
Record Type: Journal
Publication Date: 2015-Dec
Pages: 20
Abstractor: As Provided
ISSN: ISSN-1053-0819
Comparing Two Classwide Interventions: Implications of Using Technology for Increasing Multiplication Fact Fluency
Musti-Rao, Shobana; Plati, Erin
Journal of Behavioral Education, v24 n4 p418-437 Dec 2015
An adapted alternating treatments design with initial baseline and final best treatment phase was used to evaluate and compare the effects of two classwide interventions, detect--practice--repair (DPR), and self-mediated iPad instruction, on the multiplication math facts fluency in an inclusive third-grade classroom. Twelve students participated in both interventions over a 3-week treatment phase. Results showed that although both interventions were effective, in general, students showed greater gains during the iPad intervention compared to the DPR intervention. Intervention acceptability results also revealed that students, teachers, and parents preferred the iPad intervention. The discussion focuses on the benefits and implications of using technology to differentiate instruction in inclusive settings.
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A