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2017 TASH Conference has ended

Each year, the TASH Conference brings together a diverse community of stakeholders who gain information, learn about resources, and connect with others across the country to strengthen the disability field. This year’s conference theme, “Still We Rise for Equity, Opportunity, and Inclusion,” shows the resilience of individuals with disabilities and their families across the lifespan. Conference attendees will celebrate their passion for disability rights, civil rights, and human rights while exploring inclusive communities, schools, and workplaces that support people with disabilities, including those with complex support needs. Return to TASH website.


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Thursday, December 14 • 4:30pm - 6:30pm
Evaluating Use of Skip Counting Number Lines and Dot Notation Math to Teach Multiplication to Students with ID LIMITED

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Limited Capacity seats available

Dot-notation math began as a strategy that used fixed reference points on numbers to facilitate counting and was later applied to addition, subtraction, money concepts and multiplication. Dot-notation is a strategy used by some to teach mathematical skills to students with disabilities. While studies have investigated effectiveness with addition and subtraction, experimental studies examining the effectiveness of dot-notation math to teach multiplication to students with disabilities have not been conducted. The importance of using effective evidence-based instructional strategies is crucial for learners with disabilities. Despite lack of applicable research support, dot-notation math is often used in school districts. This study was designed to extend the limited research on dot-notation math and to examine it's effectiveness in teaching multiplication skills. An ABABC design was used to examine the efficacy of dot-notation math to teach multiplication to four 7th and 8th grade middle school students with intellectual disabilities. Skip-counting skills are a prerequisite for dot notation multiplication and students were assessed and taught to skip-count using numberlines in a prebaseline condition. Subsequently, three conditions were implemented: baseline (A), intervention using skip-counting numberlines (B), and intervention teaching use of dot-notation math to solve single-digit multiplication problems (C). Intervention condition C was comprised of direct instruction, modeling use of dot-notation, and using least-to-most prompting to teach single-digit multiplication. Additionally, procedural and inter-rater reliability and social validity data were collected. Visual analysis was used to evaluate student performance during each condition and demonstrated that use of skip-counting numberlines were effective. However, student interviews indicated that students did not understand the concept of multiplication when using only numberlines. The addition of intervention condition C teaching dot-notation increased multiplication skills and student verbal behavior explaining multiplication concepts. Percent of nonoverlapping data provided a measure of effect size, indicating the effectiveness of skip-counting numberlines and dot-notation. It is important to note that in addition to being identified with mild/moderate intellectual disabilities, students were also identified with autism, ADHD, and other health impairments. One student was an English Language Learner. Students represented social economic status of low and middle-income families with two students on free/reduced lunch status. Students were ethnically diverse as well representing Hispanic/Latino, Asian, White and Native American groups of people. The study included two males and two females. This degree of diversity is important in that it helps to indicate the applicability of the procedures for a diverse group of students.

Speakers
AF

Andrea Forsyth

Doctoral Student, University of Nevada, Reno


Thursday December 14, 2017 4:30pm - 6:30pm
Imperial Ballroom, Salon A 265 Peachtree Center Ave NE, Atlanta, GA 30303

Attendees (5)