Using SRSD to Improve the Fraction Computations of Students With and At-Risk for EBD

被引：5

作者：

Losinski, Mickey ^{[1
]}

Ennis, Robin Parks ^{[2
]}

Shaw, Ashley ^{[1
]}

机构：

[1] Kansas State Univ, 306 Bluemont Hall, Manhattan, KS 66506 USA

[2] Univ Alabama Birmingham, Birmingham, AL USA

来源：

BEHAVIORAL DISORDERS | 2021年 / 46卷 / 02期

关键词：

academic; age group; elementary; experimental design; instruction; interventions; math; replication; single-case; REGULATED STRATEGY-DEVELOPMENT; BEHAVIORAL-DISORDERS; SECONDARY STUDENTS; VISUAL INSPECTION; INTERVENTION; DISABILITIES; INSTRUCTION; MATHEMATICS; PROGRESS; MATH;

D O I：

10.1177/0198742920912737

中图分类号：

B849 [应用心理学];

学科分类号：

040203 ;

摘要：

This article provides results from a study examining the impact of a self-regulated strategy development (SRSD) intervention on the fraction calculations of three Grade 5 male students with or at-risk for emotional or behavioral disorders using a multiple-baseline across students, single-case design. The teacher-led SRSD Fractions intervention addressed adding and subtracting fractions with unlike denominators using the FILMS (Find the denominator, Identify the multiples, Locate the least common multiple, Multiply to make new fractions, Solve the problem) strategy. Results of fraction probes are reported along with a discussion of the study with respect to the research question posed, limitations, and future directions for research.

引用

页码：108 / 119

页数：12

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