Teaching an Algebraic Equation to High School Students with Moderate Developmental Disabilities

By Bree A. Jimenez, D. Browder, Ginevra Courtade. Education and Training in Developmental Disabilities, 2008

65 citations recorded by the source corpus.

The purpose of this study was to determine the effect of systematic instruction with a concrete representation on the acquisition of an algebra skill for students with moderate developmental disabilities. Three high school students with moderate developmental disabilities participated in this study. A multiple probe across participants research design was used to evaluate the effectiveness of the treatment. Finally, this study was the first to teach an algebra skill to students with moderate developmental disabilities. Students were successful at learning how to solve an algebraic equation through the use of systematic instruction with a concrete representation, including mastery with generalization across materials and settings.

Subfields: Developmental and Educational Psychology, Psychiatry and Mental health, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/d22558c983cd966e65aebe8a639e0d8d80bce6f9

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Citations in the corpus

I Can Identify Saturn but I Can't Brush My Teeth: What Happens When the Curricular Focus for Students with Severe Disabilities Shifts (2011, unknown): “Jimenez, Browder, and Courtade (2008) taught three high school students with moderate intellectual disabilities how to solve an algebraic equation.”
Evidence-Based Practice for Teaching Academics to Students With Severe Developmental Disabilities (2012, methodology): “…and feedback to teach mathematics skills (i.e., Cihak, Alberto, Taber-Doughty, & Gama, 2006; DiPipi-Hoy & Jitendra, 2004; Hansen & Morgan, 2008; Jimenez et al., 2008), and 1 study used task analytic instruction with systematic prompting and feedback to teach science/other academic skills…”
Seven Reasons to Promote Standards-Based Instruction for Students with Severe Disabilities: A Reply to Ayres, Lowrey, Douglas, & Sievers (2011) (2012, unknown): “For example, Jimenez, Browder, and Courtade (2008) provided opportunities for students to learn how to solve algebraic equations to complete job tasks.”
Grade-Aligned Math Instruction for Secondary Students with Moderate Intellectual Disability (2012, unknown): “Jimenez, Browder, and Courtade (2008), used a multiple probe across participants design to demonstrate that three high school students with moderate intellectual disability could learn to solve an algebraic equation.”
Teaching Mathematics and Science Standards to Students With Moderate and Severe Developmental Disabilities (2012, methodology): “A planning heuristic developed by Magnusson and Palincsar (1995) defined phases of inquiry to include having students (a) engage with materials, (b) investigate, (c) describe relationships, (d) construct explanations, and (e) report findings.”
Using Read-Alouds of Grade-Level Biographies and Systematic Prompting to Promote Comprehension for Students With Moderate and Severe Developmental Disabilities (2012, background): “Jimenez, Browder, and Courtade (2008) taught high school students with moderate developmental disabilities to use a nine-step algebra task analysis to solve functional math problems, and 1East Tennessee State University, Johnson City, USA 2University of North Carolina at Charlotte,…”