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TEACHING AN ALGEBRAIC EQUATION TO HIGH SCHOOL STUDENTS WITH MODERATE TO SEVERE INTELLECTUAL DISABILITY

The purpose of this study was to examine the effectiveness of using the system of least prompts and concrete representations to teach students with moderate and severe disabilities (MSD) to solve simple linear equations. A multiple-probe (days) across participants, single case research design was used to evaluate the effectiveness of task analytic instruction along with concrete representation on teaching students with MSD to solve algebraic equations. The results showed the system of least prompts and concrete representations were effective in teaching students with MSD to solve simple linear equations.

Identiferoai:union.ndltd.org:uky.edu/oai:uknowledge.uky.edu:edsrc_etds-1023
Date01 January 2016
CreatorsChapman, Suzannah M.
PublisherUKnowledge
Source SetsUniversity of Kentucky
Detected LanguageEnglish
Typetext
Formatapplication/pdf
SourceTheses and Dissertations--Early Childhood, Special Education, and Rehabilitation Counseling

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