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ERIC Number: EJ1134182
Record Type: Journal
Publication Date: 2015
Pages: 11
Abstractor: As Provided
ISSN: EISSN-2325-7466
Teaching Algebraic Equations to Middle School Students with Intellectual Disabilities
Baker, Joshua N.; Rivera, Christopher J.; Morgan, Joseph John; Reese, Noelle
Journal of the American Academy of Special Education Professionals, p29-43 Spr-Sum 2015
The purpose of this study was to replicate similar instructional techniques of Jimenez, Browder, and Courtade (2008) using a single-subject multiple-probe across participants design to investigate the effects of task analytic instruction coupled with semi-concrete representations to teach linear algebraic equations to middle school students with intellectual disabilities. Over the past decade, instructional strategies used to teach academics to students with intellectual disabilities have seen a dramatic change. Federal laws (e.g., IDEA, 1997; 2004) and state assessments have assisted in creating a balance of functional and academic instruction with this population. Data were analyzed using visual inspection and descriptive comparison between baseline and intervention phases for each student. Results suggest a functional relationship across all participants. Generalization measures and limitations are discussed.
American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Elementary Education; Grade 6; Intermediate Grades; Grade 7; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A