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ERIC Number: EJ1102379
Record Type: Journal
Publication Date: 2012
Pages: 11
Abstractor: As Provided
ISSN: ISSN-0973-8827
The Gradual and Differential Effects of Direct Instruction Flashcards with and without a DRH Contingency on Basic Multiplication Facts for Two Students with Severe Behaviors Disorders
Pierce, Kevin D.; McLaughlin, T. F.; Neyman, J.; King, K.
Journal on Educational Psychology, v6 n2 p30-40 Aug-Oct 2012
The purpose the present research was to evaluate the efficacy of DI flashcards on the math performance of two students with behavior disorders. The number of correct digits per minute was assessed. The outcomes indicated the DI flashcards were somewhat effective in improving the number of math facts that each participant could correctly write. When the participants earned additional rewards for increasing their performance (DRH) over that of the previous session, additional increases in digits per correct per minute were found. The use of DI flashcards with and without a DRH procedure was discussed.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A