<p> American students’ continued struggle with math proficiency has led to a body of research defining effective instructional principles for math. Those principles have been incorporated into interventions for students struggling with mathematical word problems. One such intervention utilizes a “cognitive-metacognitive” approach to solving any type of word problem. The “cognitive-metacognitive” approach teaches students to use a set of directive steps to work through a problem and to use a set of self-reflective steps to help the student understand, implement, and monitor each directive step. <i>Solve It!</i>, a commercially available cognitive-metacognitive intervention for word problem-solving, and variations of <i>Solve It!</i> have been found effective for students with various disabilities. Many of the populations that are subject to the existing body of research relating to <i>Solve It!</i> and variations of <i> Solve It!</i> display executive functioning deficits that are targeted by self-reflective steps included in the intervention. Students with attention deficit/hyperactivity disorder (ADHD) are one population that often display executive function deficits; however, no published research has examined the effectiveness of <i>Solve It!</i> or variations of <i>Solve It!</i> with this population. The present study builds on the existing research examining the effectiveness of <i>Solve It!</i> and variations of <i>Solve It!</i> by examining the effectiveness of a variation of <i>Solve It!</i> with three 4<sup>th</sup>-grade students diagnosed with ADHD.</p><p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:10808607 |
| Date | 16 June 2018 |
| Creators | Easton, Suzie |
| Publisher | Southern Illinois University at Edwardsville |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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