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
| Identifer | oai:union.ndltd.org:UTEXAS/oai:repositories.lib.utexas.edu:2152/ETD-UT-2011-12-4591 |
| Date | 20 February 2012 |
| Creators | Roundhill, Marie Colleen |
| Source Sets | University of Texas |
| Language | English |
| Detected Language | English |
| Type | thesis |
| Format | application/pdf |
Page generated in 0.002 seconds