In 2 experiments, I studied the effects of an Equivalence Based Instruction (EBI) math intervention on the emergence of untaught selection responses and abstraction to production responses. In Experiment I, using a multiple baseline design, I implemented the EBI intervention among a group of 17 first grade participants with varying levels of math…

Despite the growing attention being paid to teaching mathematics for students with disabilities, the existing research tends to focus on mathematical skill acquisition, but not on skill maintenance. Maintenance of mathematical skills is especially important as mathematics has applications in daily life and is directly related to important life…

The present mixed-methods quasi-experimental study (embedding a case study and a mixed factorial within-between ANOVA test), conducted in a private English school in Limassol, Cyprus, investigated how the use of the schematic learning aids (researcher-made color-coded flash-cards and grids) influence year-2 children's ability to read, write and…

This single-subject multiple-baseline across participants study was designed to investigate the effects of explicit instruction with manipulatives on the conceptual and procedural knowledge of addition and subtraction of like and unlike fractions of elementary school students with autism. This study included six 8- to 12-year-old students with…

Students with emotional and behavioral disorders (E/BD) display severe social and academic deficits that can adversely affect their academic performance in mathematics and result in higher rates of failure throughout their schooling compared to other students with disabilities (U.S. Department of Education, 2005; Webber & Plotts, 2008).…

This study examined the isolated effects of Cover, Copy and Compare (CCC) and the effects of CCC paired with performance feedback (CCC + PF) and rewards (CCC + RW) on the mathematical calculation skills of first grade students identified with math difficulty. Four research questions were addressed in this study. 1. Does Cover, Copy, and Compare…

The researcher used a simultaneous prompting procedure to teach 3 Kindergarten students who had or who were at risk for a developmental delay. She taught a paraprofessional to use two instructional formats to teach skills (i.e., phonics or subtraction). On an alternating schedule, she used the simultaneous prompting procedure with a massed trial…

This study involved an investigation of the effects of strategy instruction integrated with the concrete-representational-abstract teaching sequence on students with learning disabilities. A multiple probe design across subjects with one replication was used in this study. Two sets of data were analyzed to determine effectiveness of the…

This study had the purpose of comparing the effects of two approaches in teaching mathematics to secondary special education students. The study attempted to answer the following questions: (1) Were there significant differences between group means of mathematics achievement test scores for students in a diagnostic-prescriptive mathematics program…