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ERIC Number: EJ846496
Record Type: Journal
Publication Date: 2005
Pages: 9
Abstractor: As Provided
Reference Count: 18
ISSN: ISSN-1554-4893
Learning Channel Intervention to Develop and Generalize Fluency in Multiplication Facts
Nam, Sang S.; Spruill, Mimi
Journal of Early and Intensive Behavior Intervention, v2 n2 p103-111 Sum 2005
This study demonstrates that the learning channel intervention, utilizing a continuous assessment system, enabled 3 students with special needs to build and generalize fluency in multiplication facts. This study contrasts generalization of 2 learning channels--"see-say" and "hear-say"--to see if either of the 2 channels has an advantage over the other. The data from this study suggests that the particular learning channel was influential in generalization to application. The findings of this study indicate the "hear-say" learning channel has an advantage in the generalization of learning over the "see-say" learning channel. However, this preliminary finding suggests further studies employing a design in which two intervention modes can be alternated in 2 groups of participants. (Contains 1 table and 1 figure.)
Joseph Cautilli, Ph.D. & The Behavior Analyst Online Organization. 535 Queen Street, Philadelphia, PA 19147-3220. Tel: 215-462-6737; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A