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ERIC Number: EJ843091
Record Type: Journal
Publication Date: 2009-Jun
Pages: 13
Abstractor: As Provided
Reference Count: 25
ISBN: N/A
ISSN: ISSN-1547-0350
Teaching Students with Cognitive Impairment Chained Mathematical Task of Decimal Subtraction Using Simultaneous Prompting
Rao, Shaila; Kane, Martha T.
Education and Training in Developmental Disabilities, v44 n2 p244-256 Jun 2009
This study assessed effectiveness of simultaneous prompting procedure in teaching two middle school students with cognitive impairment decimal subtraction using regrouping. A multiple baseline, multiple probe design replicated across subjects successfully taught two students with cognitive impairment at middle school level decimal subtraction involving double digits and to hundredths place. Data collected over a period of approximately three and a half months indicated maintenance and generalization of the skill learned across materials, settings, and people. Experimental control was validated when student responses increased in accuracy only after the intervention was implemented with each student. (Contains 2 figures and 3 tables.)
Division on Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://www.dddcec.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act