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ERIC Number: EJ1173893
Record Type: Journal
Publication Date: 2018
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0741-9325
Empowering Teachers with Low-Intensity Strategies to Support Instruction: Within-Activity Choices in Third-Grade Math with Null Effects
Ennis, Robin Parks; Lane, Kathleen Lynne; Oakes, Wendy Peia
Remedial and Special Education, v39 n2 p77-94 Mar-Apr 2018
Instructional choice is a low-intensity strategy that can improve academic engagement. In this study, we investigated the effects of within-activity choices offered during math by third-grade teachers to participating students with behavioral and academic needs. We utilized a professional development model to train teachers to implement instructional choice in the classroom while collecting direct observation data on student's academic engagement. Teachers were able to implement practices with high levels of integrity and collect momentary time sampling data on one student with high levels of reliability. Using a withdrawal design, we found no clear functional relation between instructional choice and increases in student's academic engagement. However, some students demonstrated an increase in level upon the introduction of the intervention. Both teachers and students rated the intervention goals, procedures, and outcomes as acceptable. Possible reasons for a lack of treatment effect on student academic engagement are discussed.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: National Center for Special Education Research (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Systematic Screening for Behavior Disorders; Wechsler Intelligence Scale for Children
IES Funded: Yes
Grant or Contract Numbers: R324B150028