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Maintenance effects of strategy instruction for algebra skills with students with challenging behavior

This thesis consists of a single subject multiple baseline study of a math intervention for students with behavioral challenges. Students with behavioral challenges were given instruction using a concrete, representational, abstract (CRA) sequence in Algebra problems requiring transformations on both sides of the equation. This study examined maintenance of those skills. Results indicate that while accuracy decreased from the post-intervention to maintenance phases, scores remained well-above baseline levels indicating that the students retained understanding of the concepts taught. In a social validity survey, participants indicated that they liked the intervention, found it beneficial, and sometimes use it in their classes. / text

Identiferoai:union.ndltd.org:UTEXAS/oai:repositories.lib.utexas.edu:2152/ETD-UT-2011-12-4591
Date20 February 2012
CreatorsRoundhill, Marie Colleen
Source SetsUniversity of Texas
LanguageEnglish
Detected LanguageEnglish
Typethesis
Formatapplication/pdf

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