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ISSN Print: 2394-7500, ISSN Online: 2394-5869, CODEN: IJARPF
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Vol. 1, Issue 3, Part B (2015)
The effects of a direct instruction flashcard system to teach two students with disabilities multiplication facts
The effects of a direct instruction flashcard system to teach two students with disabilities multiplication facts
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Abstract
The purpose of this study was to evaluate the effects of DI flashcard system mastery of the multiplication facts of a 12-year-old boy and a 15-year-old girl in their respective special education classrooms. Both participants were diagnosed with autism (ASD). When DI flashcards were employed performance for both participants increased. Larger gains were found for our elementary school participant. The DI flashcard procedure was easy to implement and evaluate. Suggestions for additional research with DI flashcards were made.
The purpose of this study was to evaluate the effects of DI flashcard system mastery of the multiplication facts of a 12-year-old boy and a 15-year-old girl in their respective special education classrooms. Both participants were diagnosed with autism (ASD). When DI flashcards were employed performance for both participants increased. Larger gains were found for our elementary school participant. The DI flashcard procedure was easy to implement and evaluate. Suggestions for additional research with DI flashcards were made.
Pages: 66-70 | 1477 Views 111 Downloads
How to cite this article:
M. Harris, J. Helling, L. Thompson, J. Neyman, T. F. McLaughlin, K. Hatch, M. Jack. The effects of a direct instruction flashcard system to teach two students with disabilities multiplication facts. Int J Appl Res 2015;1(3):66-70.
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