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ERIC Number: EJ1098631
Record Type: Journal
Publication Date: 2014
Pages: 8
Abstractor: As Provided
ISSN: ISSN-0973-8827
Effect of a Direct Instruction Flashcard System for Increasing the Performance of Basic Division Facts for a Middle School Student with ADD/OHI
Bjordahl, Michaelyn; Talboy, Rebeccah; Neyman, Jennifer; McLaughlin, T. F.; Hoenike, Richelle
Journal on Educational Psychology, v8 n2 p7-14 Aug-Oct 2014
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 replicate 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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7; Junior High Schools; Middle Schools; Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A