Using Flashcards to Increase the Acquisition of Basic Math Facts for Students with Moderate to Severe Disabilities
Master of Arts in Education (MA)
Special Education Autism Spectrum Disorder
Common Core Standards in Mathematics, Common Core Content Model Framework in Mathematics, Mathematics, Special Education, Differentiated Needs Review, Teacher Training
Happy Johnson, Pamela A. Redmond, Jim O'Connor
Components of instruction in Common Core Standards in Mathematics are described in Common Core Content Model Framework in Mathematics by grade level. Standards and the instruction and curriculum necessary to teach basic math facts are available to every student population. This study examines the correlation between teaching procedures used for students with moderate to severe disabilities (SWMSD); a "correction procedure" (based in ABA) combined with common teaching procedure, a spaced-flashcard prompt and a written controlled-problem assessment for the acquisition of basic math facts. Three (SWMSD) participated in a non-experimental, single-case, multiple-baseline design study with no treatment, treatment to test the hypothesis that students would increase the number of known math facts given a spaced-flashcard method with a correction procedure. Burns et al.(2011), indicated there are four phases of learning hierarchy; acquisition, fluency, generalization, and application. The results indicated one of the three students' performed outside of the first phase of acquisition, and into the second phase of fluency, which would mean he would have advanced with or without the correction procedure. Combining aspects of general and Special Education teaching procedures would benefit the needs of schools' Differentiated Needs Review, Rtl, and effect general and special-education Teacher Training.
Doyle, S. (2014). Using Flashcards to Increase the Acquisition of Basic Math Facts for Students with Moderate to Severe Disabilities. Retrieved from https://touroscholar.touro.edu/tucgsoe/206