Pub Date : 2025-08-03DOI: 10.1177/07419325251358402
Matthew K. Burns, Alida Hudson, Lauren Artzi, Katherine Drummond, Iliana Brodziak De Los Reyes, Isabelle D’Souza, Monica E. Romero, Nikita Mc Cree
Previous research on Promoting Adolescent Comprehension of Text (PACT) found significant student-level variability in outcomes. The current study examined a potential skill-by-treatment interaction with 1,376 eighth-grade students from 13 middle schools as part of a larger evaluation study. Treatment students scored higher than control students on a measure of social studies content knowledge among students who scored 1 SD below the mean, at the mean, and 1 SD above the mean on preintervention measures of reading comprehension and reading fluency. Using social studies content knowledge, pretest reading comprehension and fluency resulted in estimates of area under the curve of .77 (95% CI = [.76, .78]) and .56 (95% CI = [.55, .57]), respectively. Both sets of pretest data identified a threshold score that approximated the 30th percentile. Thus, there appeared to be a skill-by-treatment interaction for PACT based on preintervention reading skills.
先前关于促进青少年文本理解（PACT）的研究发现，结果在学生水平上存在显著差异。作为一项更大的评估研究的一部分，目前的研究调查了来自13所中学的1376名八年级学生潜在的技能与治疗的相互作用。在阅读理解和阅读流畅性的干预前测量中，实验组学生在社会研究内容知识的测量中得分高于对照组学生，这些学生在阅读理解和阅读流畅性的干预前测量中得分低于平均值1个标准差，处于平均值，高于平均值1个标准差。使用社会研究内容知识，测试前的阅读理解和流畅性导致曲线下面积估计为0.77 (95% CI =[。]76, 0.78])和0.56 (95% CI =[。55.57])。两组预测数据都确定了一个接近30百分位数的阈值。因此，在干预前阅读技能的基础上，PACT似乎存在技能与治疗的相互作用。
{"title":"Relationship Between Reading Pretest and Social Studies Outcomes From PACT: Evidence for a Skill-by-Treatment Interaction","authors":"Matthew K. Burns, Alida Hudson, Lauren Artzi, Katherine Drummond, Iliana Brodziak De Los Reyes, Isabelle D’Souza, Monica E. Romero, Nikita Mc Cree","doi":"10.1177/07419325251358402","DOIUrl":"https://doi.org/10.1177/07419325251358402","url":null,"abstract":"Previous research on Promoting Adolescent Comprehension of Text (PACT) found significant student-level variability in outcomes. The current study examined a potential skill-by-treatment interaction with 1,376 eighth-grade students from 13 middle schools as part of a larger evaluation study. Treatment students scored higher than control students on a measure of social studies content knowledge among students who scored 1 <jats:italic>SD</jats:italic> below the mean, at the mean, and 1 <jats:italic>SD</jats:italic> above the mean on preintervention measures of reading comprehension and reading fluency. Using social studies content knowledge, pretest reading comprehension and fluency resulted in estimates of area under the curve of .77 (95% CI = [.76, .78]) and .56 (95% CI = [.55, .57]), respectively. Both sets of pretest data identified a threshold score that approximated the 30th percentile. Thus, there appeared to be a skill-by-treatment interaction for PACT based on preintervention reading skills.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"724 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144766124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-08-03DOI: 10.1177/07419325251350610
Michael Gottfried, Phil Kim, Michael Little, Lora Cohen-Vogel
This study examines school-based Pre-K (SBPK) versus center-based Pre-K (CBPK) settings, focusing on subsequent access to disability supports, an underexplored area. Specifically, we examine whether attending SBPK is associated with difference rates of disability diagnosis or receiving an Individualized Education Program (IEP) in elementary school, grades K through 5. Using data from the Early Childhood Longitudinal Study—Kindergarten Class of 2010–11 (ECLS-K: 2010–11), we analyzed 8,990 children who attended either SBPK or CBPK. Results indicate that SBPK attendance is associated with higher rates of disability diagnosis and IEPs in early elementary grades (K-2), suggesting that SBPK settings may offer better resources for identifying and supporting children with disabilities. Implications are discussed.
{"title":"Does Going to School-Based Prekindergarten Predict Access to Disability Services in Elementary School?","authors":"Michael Gottfried, Phil Kim, Michael Little, Lora Cohen-Vogel","doi":"10.1177/07419325251350610","DOIUrl":"https://doi.org/10.1177/07419325251350610","url":null,"abstract":"This study examines school-based Pre-K (SBPK) versus center-based Pre-K (CBPK) settings, focusing on subsequent access to disability supports, an underexplored area. Specifically, we examine whether attending SBPK is associated with difference rates of disability diagnosis or receiving an Individualized Education Program (IEP) in elementary school, grades K through 5. Using data from the Early Childhood Longitudinal Study—Kindergarten Class of 2010–11 (ECLS-K: 2010–11), we analyzed 8,990 children who attended either SBPK or CBPK. Results indicate that SBPK attendance is associated with higher rates of disability diagnosis and IEPs in early elementary grades (K-2), suggesting that SBPK settings may offer better resources for identifying and supporting children with disabilities. Implications are discussed.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"217 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144766149","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-08-01DOI: 10.1177/07419325251350708
Joo Young Lee, Jiyeon Park, Elizabeth M. Hughes, Kimberly Seale
This study explored the effectiveness of Self-regulated Strategy Development in improving mathematical writing (MW) performance for three seventh grade students with mathematics difficulties (MD). A total of 12 lessons were taught by a special education teacher, focusing on the utilization of PRISM✓ strategy to support students’ MW performance in multiplicative problem solving and reasoning. To assess the impacts of the intervention, a multiple probe design across the participants was employed to visualize the functional relations between the intervention and dependent measures. Following the intervention, all students demonstrated improvements in their MW performance. They wrote longer paragraphs, skillfully used the strategy, and showed qualitative enhancements in their written mathematical problem-solving and reasoning. However, the maintenance and generalization effects varied among the students. The implications for future research and practice were discussed.
{"title":"The Effects of Self-Regulated Strategy Development on Mathematical Writing for Students With Mathematics Difficulties","authors":"Joo Young Lee, Jiyeon Park, Elizabeth M. Hughes, Kimberly Seale","doi":"10.1177/07419325251350708","DOIUrl":"https://doi.org/10.1177/07419325251350708","url":null,"abstract":"This study explored the effectiveness of Self-regulated Strategy Development in improving mathematical writing (MW) performance for three seventh grade students with mathematics difficulties (MD). A total of 12 lessons were taught by a special education teacher, focusing on the utilization of PRISM✓ strategy to support students’ MW performance in multiplicative problem solving and reasoning. To assess the impacts of the intervention, a multiple probe design across the participants was employed to visualize the functional relations between the intervention and dependent measures. Following the intervention, all students demonstrated improvements in their MW performance. They wrote longer paragraphs, skillfully used the strategy, and showed qualitative enhancements in their written mathematical problem-solving and reasoning. However, the maintenance and generalization effects varied among the students. The implications for future research and practice were discussed.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"10 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144766150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-07-29DOI: 10.1177/07419325251352183
Apryl L. Poch, Pyung-Gang Jung, Kristen L. McMaster, Erica S. Lembke
Data-based instruction (DBI) has a strong empirical base for supporting the intensive academic needs of students who do not respond to standard treatment protocols. However, teachers use DBI infrequently in practice. In a previous study, teachers reported supports such as coaching facilitated DBI implementation, whereas access to materials and external factors presented challenges. For this partial replication study, we adapted the previous study’s coding structure to explore usability and feasibility of a professional development (PD) system designed to support teachers’ DBI use. Eleven special educators across two Midwestern school districts participated. Findings revealed teachers perceived supports such as alignment and structure as facilitators of DBI implementation; external conflicts remained challenges. Suggestions for teachers new to DBI were also generated from the data. Findings directly informed further revisions made to the PD system and continue to support teacher-level variables needed to promote teachers’ use of data-based practices.
{"title":"Revisiting Special Educators’ Usability and Feasibility of Data-Based Instruction","authors":"Apryl L. Poch, Pyung-Gang Jung, Kristen L. McMaster, Erica S. Lembke","doi":"10.1177/07419325251352183","DOIUrl":"https://doi.org/10.1177/07419325251352183","url":null,"abstract":"Data-based instruction (DBI) has a strong empirical base for supporting the intensive academic needs of students who do not respond to standard treatment protocols. However, teachers use DBI infrequently in practice. In a previous study, teachers reported supports such as coaching facilitated DBI implementation, whereas access to materials and external factors presented challenges. For this partial replication study, we adapted the previous study’s coding structure to explore usability and feasibility of a professional development (PD) system designed to support teachers’ DBI use. Eleven special educators across two Midwestern school districts participated. Findings revealed teachers perceived supports such as alignment and structure as facilitators of DBI implementation; external conflicts remained challenges. Suggestions for teachers new to DBI were also generated from the data. Findings directly informed further revisions made to the PD system and continue to support teacher-level variables needed to promote teachers’ use of data-based practices.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"37 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144766128","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-07-24DOI: 10.1177/07419325251352181
Conrad Oh-Young, Jennifer Buchter, Chelsea W. Morgan, Christine Clark
Performing research syntheses can be challenging due to time, labor, and monetary costs. This manuscript presents the findings of two studies that investigate the usability and feasibility of artificial intelligence (AI) systems to assist with performing research syntheses. In Study 1, participant demographics data coded by humans were compared against data extracted using ChatGPT-4 and Google Bard from 67 single case research design (SCRD) studies in which infants, toddlers, and young children participated. Both AIs achieved interobserver agreement values above 96% for data related to participants’ names, ages, genders, race/ethnicities, and disabilities/conditions. Study 2 compared the time it took two human coders to extract participant demographics data from an additional 40 SCRD studies against ChatGPT-4. ChatGPT-4 extracted data from the studies faster than the human coders. Alhough both AIs may not be ready to autonomously perform research syntheses, findings suggest that both can assist researchers with the coding process.
{"title":"The Use of Generative Artificial Intelligence in Identifying and Extracting Single Case Participant Demographics Data","authors":"Conrad Oh-Young, Jennifer Buchter, Chelsea W. Morgan, Christine Clark","doi":"10.1177/07419325251352181","DOIUrl":"https://doi.org/10.1177/07419325251352181","url":null,"abstract":"Performing research syntheses can be challenging due to time, labor, and monetary costs. This manuscript presents the findings of two studies that investigate the usability and feasibility of artificial intelligence (AI) systems to assist with performing research syntheses. In Study 1, participant demographics data coded by humans were compared against data extracted using ChatGPT-4 and Google Bard from 67 single case research design (SCRD) studies in which infants, toddlers, and young children participated. Both AIs achieved interobserver agreement values above 96% for data related to participants’ names, ages, genders, race/ethnicities, and disabilities/conditions. Study 2 compared the time it took two human coders to extract participant demographics data from an additional 40 SCRD studies against ChatGPT-4. ChatGPT-4 extracted data from the studies faster than the human coders. Alhough both AIs may not be ready to autonomously perform research syntheses, findings suggest that both can assist researchers with the coding process.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"25 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144701992","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-07-24DOI: 10.1177/07419325251350699
Thai Ray Williams, Pamela J. Mims, Robert C. Pennington
The purpose of this study was to investigate the effect of an intervention package that included constant time delay (CTD) and sentence frames on correct word selection for sentences constructed using technology-aided instruction (TAI) during a story-based lesson (SBL) for participants ages 6 to 8 years who have intellectual and/or developmental disabilities (IDD). A single-case multiple-probe across participants design was used to evaluate the efficacy of the intervention. Probes were conducted during baseline, intervention, generalization, and maintenance phases to determine the effectiveness of the intervention on correct word selection for sentence construction. Results indicate a functional relation between the intervention package and correct word selection for sentence construction during a shared story. In addition, the Percent of Nonoverlapping Data (PND) indicates overall strong effects. Finally, students were able to demonstrate both generalization and maintenance of skills.
{"title":"Evaluating an Instructional Package for Teaching Sentence Writing Within a Story-Based Lesson for Students With IDD","authors":"Thai Ray Williams, Pamela J. Mims, Robert C. Pennington","doi":"10.1177/07419325251350699","DOIUrl":"https://doi.org/10.1177/07419325251350699","url":null,"abstract":"The purpose of this study was to investigate the effect of an intervention package that included constant time delay (CTD) and sentence frames on correct word selection for sentences constructed using technology-aided instruction (TAI) during a story-based lesson (SBL) for participants ages 6 to 8 years who have intellectual and/or developmental disabilities (IDD). A single-case multiple-probe across participants design was used to evaluate the efficacy of the intervention. Probes were conducted during baseline, intervention, generalization, and maintenance phases to determine the effectiveness of the intervention on correct word selection for sentence construction. Results indicate a functional relation between the intervention package and correct word selection for sentence construction during a shared story. In addition, the Percent of Nonoverlapping Data (PND) indicates overall strong effects. Finally, students were able to demonstrate both generalization and maintenance of skills.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"20 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144701889","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-07-18DOI: 10.1177/07419325241276170
Nancy S. McIntyre, Lindsay F. Rentschler, Brianne R. Tomaszewski, Bonnie R. Kraemer
This longitudinal follow-up study of 129 autistic young adults and their parents in three U.S. states was designed to (a) investigate autistic young adults’ postsecondary education experiences, (b) learn if the experiences align with their interests and if they are satisfied with them, (c) explore the educational supports and disability services they are they provided in the educational settings, and (d) analyze high school factors predicting participation in postsecondary education. Results indicated that the postsecondary education landscape is encouraging as the majority of young adults had engaged in some postsecondary education. In general, courses and programs were satisfactory and aligned with young adult interests, and a wide variety of primarily academic supports were provided to students. Key high school predictors of postsecondary education outcomes were (a) more time in general education classes, (b) greater language, social communication, and literacy skills, and (c) effective classroom engagement skills.
{"title":"Postsecondary Educational Experiences of Autistic Young Adults: A Longitudinal Follow-Up to a School-Based Study","authors":"Nancy S. McIntyre, Lindsay F. Rentschler, Brianne R. Tomaszewski, Bonnie R. Kraemer","doi":"10.1177/07419325241276170","DOIUrl":"https://doi.org/10.1177/07419325241276170","url":null,"abstract":"This longitudinal follow-up study of 129 autistic young adults and their parents in three U.S. states was designed to (a) investigate autistic young adults’ postsecondary education experiences, (b) learn if the experiences align with their interests and if they are satisfied with them, (c) explore the educational supports and disability services they are they provided in the educational settings, and (d) analyze high school factors predicting participation in postsecondary education. Results indicated that the postsecondary education landscape is encouraging as the majority of young adults had engaged in some postsecondary education. In general, courses and programs were satisfactory and aligned with young adult interests, and a wide variety of primarily academic supports were provided to students. Key high school predictors of postsecondary education outcomes were (a) more time in general education classes, (b) greater language, social communication, and literacy skills, and (c) effective classroom engagement skills.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"1 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144677339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-07-02DOI: 10.1177/07419325251350696
Aimee J. Hackney, Kristine Jolivette, Sara Sanders, Robin Parks Ennis, Nicole Cain Swoszowski, Ashley Salter Virgin, June Preast
Students with or at-risk for emotional and behavioral disorders served in residential facilities have been exposed to traumatic events at higher rates compared to their peers. Behavioral interventions may be more effective for this population if they include trauma-informed relationship building adaptations. One intervention that may be modified to include such adaptations is Check-in, Check-out (CICO). A single-case reversal design was used to examine the effects of Trauma-Informed CICO integrating PRIDE Skills in each check-in and out conversation and the substitution of the daily progress report (DPR) with a student guided self-reflection sheet (TI-CICO+SR). Three students with emotional and behavioral disorders (EBD) and a history of prior traumatic exposures residing in a residential treatment facility participated in this study. Findings indicated a functional relation between TI-CICO and increased on-task behavior for all youth participants and a functional relation between TI-CICO+SR and increased on-task behavior for one youth participant. Youth surveys and interviews indicated TI-CICO+SR had higher social validity compared to TI-CICO. Limitations and future research directions are discussed.
{"title":"The Effects of Trauma-Informed Check-in, Check-out for Youth With EBD in a Residential Treatment Facility","authors":"Aimee J. Hackney, Kristine Jolivette, Sara Sanders, Robin Parks Ennis, Nicole Cain Swoszowski, Ashley Salter Virgin, June Preast","doi":"10.1177/07419325251350696","DOIUrl":"https://doi.org/10.1177/07419325251350696","url":null,"abstract":"Students with or at-risk for emotional and behavioral disorders served in residential facilities have been exposed to traumatic events at higher rates compared to their peers. Behavioral interventions may be more effective for this population if they include trauma-informed relationship building adaptations. One intervention that may be modified to include such adaptations is Check-in, Check-out (CICO). A single-case reversal design was used to examine the effects of Trauma-Informed CICO integrating PRIDE Skills in each check-in and out conversation and the substitution of the daily progress report (DPR) with a student guided self-reflection sheet (TI-CICO+SR). Three students with emotional and behavioral disorders (EBD) and a history of prior traumatic exposures residing in a residential treatment facility participated in this study. Findings indicated a functional relation between TI-CICO and increased on-task behavior for all youth participants and a functional relation between TI-CICO+SR and increased on-task behavior for one youth participant. Youth surveys and interviews indicated TI-CICO+SR had higher social validity compared to TI-CICO. Limitations and future research directions are discussed.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"48 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144547188","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-05-30DOI: 10.1177/07419325251341178
Xin Wei
This study examines the relationships between three accommodation strategies—Extended Time (ET) only, breaks only, and breaks bundled with ET—and academic performance, test-taking behavior, and attitudes among eighth-grade students with disabilities who participated in the 2017 National Assessment of Educational Progress (NAEP) mathematics assessment. Utilizing propensity score analysis to mitigate selection bias, the study finds that students receiving only breaks tend to exhibit lower performance and engagement compared to those receiving ET alone or those receiving breaks bundled with ET. In addition, results suggest that bundling breaks with ET is associated with lower performance compared to ET alone. These findings highlight the complexities of interactions between accommodations and support the need for reevaluating current accommodation policies to enhance their effectiveness for students with disabilities.
{"title":"Examining Associations Between Accommodation Types and Student Outcomes: Extended Time and Breaks Individually Versus Bundled","authors":"Xin Wei","doi":"10.1177/07419325251341178","DOIUrl":"https://doi.org/10.1177/07419325251341178","url":null,"abstract":"This study examines the relationships between three accommodation strategies—Extended Time (ET) only, breaks only, and breaks bundled with ET—and academic performance, test-taking behavior, and attitudes among eighth-grade students with disabilities who participated in the 2017 National Assessment of Educational Progress (NAEP) mathematics assessment. Utilizing propensity score analysis to mitigate selection bias, the study finds that students receiving only breaks tend to exhibit lower performance and engagement compared to those receiving ET alone or those receiving breaks bundled with ET. In addition, results suggest that bundling breaks with ET is associated with lower performance compared to ET alone. These findings highlight the complexities of interactions between accommodations and support the need for reevaluating current accommodation policies to enhance their effectiveness for students with disabilities.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"5 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144193201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-04-30DOI: 10.1177/07419325251334847
Margaret M. Flores, Vanessa M. Hinton, Margaret O. Podemski, Madeline G. Burdette
The current study investigated the effects of the concrete-representational-abstract integrated (CRA-I) sequence to teach rounding and number decomposition. Five students in third grade participated; two students were eligible for services under the category of learning disabilities, and three students were at risk of having learning disabilities and received Tier 3 interventions through a multi-tiered system of supports. Students learned the two place value skills using an explicit and systematic presentation of the following models: base ten blocks, pictures, number lines, and abstract numbers and symbols. The students learned a procedural strategy for rounding after they used physical and pictorial models. The researchers used a multi-probe single-case research design and assessed both maintenance and generalization. There was a functional relation between CRA-I and place value skills, and students varied in their maintenance of skills 6 weeks after instruction as well as in generalization.
{"title":"Teaching Place Value Using the Concrete-Representational-Abstract Integrated Sequence of Instruction","authors":"Margaret M. Flores, Vanessa M. Hinton, Margaret O. Podemski, Madeline G. Burdette","doi":"10.1177/07419325251334847","DOIUrl":"https://doi.org/10.1177/07419325251334847","url":null,"abstract":"The current study investigated the effects of the concrete-representational-abstract integrated (CRA-I) sequence to teach rounding and number decomposition. Five students in third grade participated; two students were eligible for services under the category of learning disabilities, and three students were at risk of having learning disabilities and received Tier 3 interventions through a multi-tiered system of supports. Students learned the two place value skills using an explicit and systematic presentation of the following models: base ten blocks, pictures, number lines, and abstract numbers and symbols. The students learned a procedural strategy for rounding after they used physical and pictorial models. The researchers used a multi-probe single-case research design and assessed both maintenance and generalization. There was a functional relation between CRA-I and place value skills, and students varied in their maintenance of skills 6 weeks after instruction as well as in generalization.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"56 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143893470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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