The purpose of this study was to compare the effectiveness of two prompting techniques for teaching multiplication facts to learning disabled elementary students. A response prompting technique, i.e., constant time delay, and a stimulus manipulation procedure, i.e., prompt fading, were used. / Four subjects were selected for this study, specifically third and fourth grade learning disabled students enrolled in summer school for remediation in math. Subjects had not mastered all X0 through X9 basic multiplication facts. Each student received instruction in X0 through X9 multiplication facts unknown to them. / Constant time delay was the response prompting technique employed in this study. Constant time delay involved delaying the prompt stimulus (the answer) by 4 seconds after the task stimulus (the multiplication fact card) was presented. / Prompt fading was the stimulus manipulation prompting procedure used in the study. Prompt fading involved gradually fading the answer to a multiplication fact presented on stimulus cards. Five progressive fading levels of the answer were presented. / To determine the teaching method producing the greatest accuracy and fluency for each student, a variation of the multielement baseline design was employed. The procedure combines measures used in precision teaching, median frequencies of correct and incorrect responses, accuracy multipliers, and celeration of correct and incorrect responses over time, with the multielement baseline research design (Koorland, 1983). Direct, daily recordings of students' oral responses were used. / Rate data for each subject were graphed daily. Visual inspection of the graphed data indicated acquisition of multiplication facts for Subject 1 was a function of the prompt fading teaching approach. Graphed data for Subject 2 and Subject 3 indicated more accurate and fluent performance during acquisition of multiplication facts unknown to them as a function of the constant time delay teaching technique. Graphed data for Subject 4 was interpreted with great caution. / Follow-up studies were conducted with Subject 1 and Subject 2. Follow-up probe data substantiated each subject's accurate performance of multiplication facts as a function of the preferred teaching method during training for each subject. / Source: Dissertation Abstracts International, Volume: 50-11, Section: A, page: 3547. / Major Professor: Mark A. Koorland. / Thesis (Ph.D.)--The Florida State University, 1989.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_78091 |
| Contributors | Collins, Rhonda Kay., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 131 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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