Grade-Aligned Math Instruction for Secondary Students with Moderate Intellectual Disability
By D. Browder, Bree A. Jimenez, Katherine Trela. Education and Training in Autism and Developmental Disabilities, 2012
62 citations recorded by the source corpus.
The purpose of this study was to examine the effects of grade-aligned math instruction on math skill acquisition of four middle schools with moderate intellectual disability. Teachers were trained to follow a task analysis to teach grade-aligned math to middle school students using adapted math problem stories and graphic organizers. The teacher implemented four math units representing four of the five National Council of Teachers of Mathematics recommended math standards (i.e., algebra, geometry, measurement, and data analysis/ probability; NCTM, 2002). A multiple probe across unit design was used to examine the effects of the math instruction on the number of steps completed on each math standard task analysis. Results indicated a functional relationship between math instruction and student behavior with an overall increase in independent correct responses. Implications for practice and future research are discussed. Limitations and suggestions for future research and practice are discussed.
Subfields: Developmental and Educational Psychology, Education, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/bea99845862cb52f32b0e1802c3d234cdabe6c3d
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Citations in the corpus
- Building the Early Numeracy Skills of Students with Moderate Intellectual Disability (2013, unknown): “Research has supported students’ mastery of complex math learning objectives, such as linear equations or coordinate planes (Browder et al., 2012), however; students who do not have basic numeracy skills (number identification) can only access these complex skills at a minimal depth.”
- Algebraic Problem Solving for Middle School Students with Autism and Intellectual Disability (2019, background): “The first studies to teach problem solving found task analytic instruction, graphic organizers, and manipulatives to be effective for students with ASD/ID (Browder, Jimenez, & Trela, 2012; Browder et al., 2012; Jimenez, Browder, & Courtade, 2008).”