A Precision Teaching Framework for Improving Mathematical Skills of Students with Intellectual and Developmental Disabilities

Autor/inn/en	Vostanis, Athanasios; Padden, Ciara; Chiesa, Mecca; Rizos, Konstantinos; Langdon, Peter E.
Titel	A Precision Teaching Framework for Improving Mathematical Skills of Students with Intellectual and Developmental Disabilities
Quelle	In: Journal of Behavioral Education, 30 (2021) 4, S.513-533 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vostanis, Athanasios) ORCID (Padden, Ciara) ORCID (Langdon, Peter E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-020-09394-2
Schlagwörter	Teaching Methods; Mathematics Skills; Intellectual Disability; Developmental Disabilities; Students with Disabilities; Student Behavior; Mathematics Achievement; Skill Development; Addition; Effect Size; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Intellect; Disability; Disabilities; Verstand; Behinderung; Entwicklungsstörung; Student; Students; Schüler; Schülerin; Studentin; Student behaviour; Schülerverhalten; Mathmatics sikills; Mathematical ability; Kompetenzentwicklung; Qualifikationsentwicklung; Unterrichtserfolg
Abstract	The aim of this study was to investigate the effect of a precision teaching (PT) framework on the mathematical ability of students with intellectual and developmental disabilities. We also examined if students of moderate mathematical ability could perform as well as their peers with fewer difficulties with their math skills. Sixteen students participated and were divided into three groups. One group engaged in PT, and the other two groups functioned as comparisons. The PT group practiced six skills introduced linearly. An A-B design was used for the five component skills, and a multiple baseline across participants design was used for the composite skill (addition). The intervention led to a significant improvement in all skills, including addition, and this was associated with a large effect size; student performance met or exceeded that of their peers. Overall, the findings suggest that PT is an efficient and effective approach for teaching students with IDDs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01