Early and intensive behavioral intervention (EIBI) is an approach to treating the behavioral deficits and excesses observed in children with autism spectrum disorders. The magnitude of improvement in the overall functioning of children receiving EIBI has stimulated additional research and widespread clinical dissemination through the publication…

This proceedings volume of InCoTEPD 2018 covers many ideas for handling a wide variety of challenging issues in the field of education. The outstanding ideas dealing with these issues result in innovation of the system. There are many innovation strategies resulting from recent research that are discussed in this book. These strategies will become…

To make a spelling program more effective, use the children's spelling tests to analyse their errors and indicate spelling patterns. (JH)

Shows how error pattern analysis can be helpful with children learning to spell. (FL)

The purpose of this study was to examine the effects of two methods of teaching reading upon reversal errors. A sample of 210 pupils in grades one through four were selected for this study. One half of the group had learned to read through an analytic method while the other half had learned through a synthetic method. Since the synthetic group had…

Diagnostic teaching is described and discussed. Different types of errors are explained and examples of errors and their possible diagnoses are given. (MK)

A study to determine if "random" or "careless" errors in multiplication made by individual students take on discernible patterns is described. Implications for teaching are discussed. (MK)

The informal subtraction strategies that children develop are discussed in detail, with the role of the counting-down strategy described. Problems and remedies for difficulties caused by counting backward and the double count are also presented. (MNS)

Diagnostic evaluation is a major way to help students overcome errors. How such evaluation can be done is discussed, with comments on what should be checked and recorded by the teacher. (MNS)

Teaching sequences designed to develop strategies for comparing numerals in grade two (in France) were analyzed. Children's strategies were noted, and an experiment confirmed underlying misconceptions concerning number. (MNS)

Four basic types of student errors in computation are noted and described. These are: (1) mechanical, (2) careless, (3) conceptual, and (4) procedural. It is felt many teachers deal with all errors as if they were of the unhabituated procedural type, with not enough attention given to other possibilities. (MP)

Instructional strategies that will develop the concept of a fraction are presented. Fractions as counting numbers, measures, and subdivisions are included, with a combination of regions and number lines suggested as a teaching aid. (MNS)

A study of the writing disorders shown by students (n=260) taught by different methods of reading and writing found that pupils learning by a global-natural method make errors related more to reproductive aspects of information, whereas children taught by the phonic and syllabic methods made more errors of meaning. (Author/MSE)

Shows how third graders' error patterns on a reading test related to their cognitive styles. Suggests corrective teaching strategies to follow such categorization and analysis. (RL)

The need to provide understandable problems and ways to help children understand problems are explored. An interview with a sixth grader depicts his incorrect strategies and leads to suggestions for teaching problem solving using a range of mathematical models for each operation. (MNS)