An Investigation of SRSD to Teach Fractions to Students With Disabilities

In the current study we examined the effect of a self-regulated strategy development intervention on the fraction calculations of students with or at risk for disabilities using a multiple-baseline-across-sites, single-case design. Specifically, the intervention package addressed the following skill...

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Bibliographic Details
Published inExceptional children Vol. 85; no. 3; pp. 291 - 308
Main Authors Losinski, Mickey, Ennis, Robin Parks, Sanders, Sara, Wiseman, Nicole
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.04.2019
SAGE PUBLICATIONS, INC
Subjects
Addition
At Risk Students
Elementary School Mathematics
Elementary School Students
Fractions
Grade 5
Instructional Effectiveness
Intervention
Learning Strategies
Mathematics education
Mathematics Instruction
Mathematics Skills
Special education
Students with Disabilities
Subtraction
Teaching methods
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ISSN0014-4029
2163-5560
DOI10.1177/0014402918813980

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Summary:In the current study we examined the effect of a self-regulated strategy development intervention on the fraction calculations of students with or at risk for disabilities using a multiple-baseline-across-sites, single-case design. Specifically, the intervention package addressed the following skills: adding and subtracting fractions with unlike denominators, simplifying fractions, and converting improper fractions to mixed numbers. The intervention was implemented with high levels of treatment fidelity and social validity across three separate intervention agents. Results of the study showed the intervention to be effective, with 15 of the 16 participants making marked gains on fraction probes. We discuss the results of the study with respect to the research questions, provide limitations to the study, and propose areas for future research.
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ISSN:0014-4029
2163-5560
DOI:10.1177/0014402918813980