Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Effects of an Intervention on Math Achievement for Students with Learning Disabilities

  • Vivian D. Kitchens, Ph.D. (Author) ASSETS Learning Center
    Vivian D. Kitchens, Ph.D., received her Doctor of Philosophy degree from Walden University in November 2012 and holds the position of Executive Director in Special Education at ASSETS Learning Center, a non-profit organization whose mission is to improve the grades and lives of children with disabilities including students with autism. She has worked with school districts and in collaboration with social service agencies providing educational services to families with adopted children and families providing services to foster children with disabilities, and she assists state and local educational agencies on Response to Intervention (RTI) and learning disability identification-related issues. Dr. Kitchens’s work with ASSETS Learning Center includes the development and implementation of numerous researched based educational strategies to help students learn and retain mathematics concepts. Her current research interests include intervention research that will enable students with learning disabilities to comprehend and apply basic skills in mathematics that may enable them to enter rewarding careers.
  • Aaron R. Deris, Ph.D. (Author) MN State University, Mankato image/svg+xml
    Aaron R. Deris, Ph.D., is an Associate Professor in the Department of Special Education at Minnesota State University, Makato. He has coordinated grants on inclusive practices and personnel preparation. He has worked with school districts throughout the USA to implement response to intervention in school/districts from pre-K to high school. He has presented at conferences regarding working with families with children with autism, diverse family types, and inclusive practices. His current research interests include response to intervention, intervention research, effectiveness of technology in instruction, and working with families of children with disabilities.
  • Marilyn K. Simon, Ph.D. (Author) Walden University image/svg+xml
    Marilyn K. Simon, Ph.D., has been actively involved in mathematics education since 1969. Since 1990, she has been conducting research and teaching graduate level courses in the humanities, social sciences, schools of education, business and health departments. Dr Simon has taught all levels of mathemetics and study skills development from pre-school through graduate school. She has been honored to receive outstanding awards at several universities and was a mathematics education ambassador to South Africa and Tonga. She is also the author of numerous books on mathematics education, scholarly research, Chaos theory, high stakes test-preparation, and online learning. Dr. Simon’s philosophy of teaching comes from a deeply held belief that every person is unique and special and that in a secure, caring and stimulating environment, a person can mature emotionally, intellectually, and socially.
DOI
https://doi.org/10.64546/jaasep.298
Abstract
Students with learning disabilities score lower than other at-risk groups on state standardized assessment tests. Educators are searching for intervention strategies to improve math achievement for students with learning disabilities. The study examined the effects of a mathematics intervention known as Cover, Copy, and Compare for learning basic math computation skills. Fifteen students diagnosed with learning disabilities participated in this study using Curriculum Based Assessment probes to collect the data. There was a significant difference in math achievement from pre- to post-test scores for students with learning disabilities who participated in the Cover, Copy, and Compare treatment, t (14) = -15.09, p < 0.001. An analysis of covariance determined the efficacy of a Cover, Copy, and Compare intervention was not related to gender or ethnicity. One recommendation for future research is to conduct studies regarding Cover, Copy, and Compare instruction’s impact on student achievement for younger and older students with learning disabilities.
Keywords
At Risk Students, Common Core State Standards, Computation, Curriculum Based Assessment, Educational Legislation, Elementary School Students
References

Belfiore, P. J., Lee, D. L., Scheeler, M. C., & Klein, D. (2002). Implications for behavior momentum and academic achievement for students with behavior disorders. Psychology in Schools, 39, 171-179. doi:10.1002/pits.10028 DOI: https://doi.org/10.1002/pits.10028

Carnine, D. (1976). Effects of two teacher presentation rates on off-task behavior, answering correctly, and participation. Journal of Applied Behavior Analysis, 13, 199-206. doi:10.1901/jaba.1976.9-199 DOI: https://doi.org/10.1901/jaba.1976.9-199

Carr, M., & Davis, H. (2001). Gender differences in arithmetic strategy use: A function of skill preferences. Contemporary Educational Psychology, 26, 330-347. doi:10.1006/ceps.2000.1059 DOI: https://doi.org/10.1006/ceps.2000.1059

Carr, M., & Jessup, D. L. (1997). Gender differences in first grade mathematics strategy use: Social and meta-cognitive influences. Journal of Educational Psychology, 89, 318-328. doi:10.1037//0022-0663.89.2.318 DOI: https://doi.org/10.1037//0022-0663.89.2.318

Cieslar, W., McLaughlin, T. F., & Derby, K. M. (2008). Effects of copy, cover, and compare procedure on math and spelling performance of a high school student with behavioral disorder: A case report. Preventing School Failure, 52(4), 45-51. doi:10.3200/PSFL.52.4.45-52 DOI: https://doi.org/10.3200/PSFL.52.4.45-52

Codding, R., Channetta, L., Palmer, M., & Lukita, G. (2009). Examining a classwide application of cover, copy, compared with and without goal setting to enhance mathematics fluency. School Psychology Quarterly, 24(3), 173-185. doi:10.1037/a0017192 DOI: https://doi.org/10.1037/a0017192

Codding, R. S., Eckert, T. L., Fanning, E., Shiyko, M., & Solomon, E. (2006). Comparing mathematics interventions: The effects of cover, copy, compare alone and combined with performance feedback on digits correct and incorrect. Journal of Behavioral Education, 16, 125-141. doi:10.1007/s10864-006-9006-x DOI: https://doi.org/10.1007/s10864-006-9006-x

Codding, R. S., Shiyko, M., Russo, M., Birch, S., Fanning, E., & Jaspen, D. (2007). Comparing mathematics interventions: Does initial level of fluency predict intervention effectiveness? Journal of School Psychology, 45, 603-617. doi:10.1016/j.jsp.2007.06.005 DOI: https://doi.org/10.1016/j.jsp.2007.06.005

DeSimone, J. R., & Palmer, R. S. (2006). Middle school mathematics teacher’s beliefs about inclusion of students with learning disabilities. Learning Disabilities Research and Practice, 21, 98-110. doi:10.1111/j.1540-5826.2006.00210.x DOI: https://doi.org/10.1111/j.1540-5826.2006.00210.x

Glago, K., Mastropieri, M. A., & Scruggs, T. E. (2009). Improving problem solving of elementary students with mild learning disabilities. Remedial and Special Education, 30, 372-380. doi:10.1177/0741932508324394 DOI: https://doi.org/10.1177/0741932508324394

Jennings, J., & Sohn, H. (2014). Measure for measure: how proficiency-based accountability systems affect inequality in academic achievement. Sociology of Education, 87, 125-141. DOI: https://doi.org/10.1177/0038040714525787

Jordan, N. C., Kaplan, D., & Hanich, L. B. (2002). Achievement growth in children with learning difficulties in mathematics: Findings of a two year longitudinal study. Journal of Educational Psychology, 94, 586-597. Retrieved from http://www.apa.org/pubs/journals DOI: https://doi.org/10.1037//0022-0663.94.3.586

/edu/index.aspx Joseph, L. M., & Schisler, R. (2009). Should adolescents go back to basics? A review of teaching word reading skills to middle and high school students. Remedial and Special Education, 30, 131-147. doi:10.1177/0741932508315646 DOI: https://doi.org/10.1177/0741932508315646

Kroesbergen, E. H., & Van Luit, J. E. (2003). Mathematics for children with special educational needs: A meta-analysis. Remedial and Special Education, 24, 97-114. doi:10.1177/0741932508315646 DOI: https://doi.org/10.1177/07419325030240020501

Lee, M. J., & Tingstrom, D. H. (1994). A group math intervention: Modification of cover, copy, and compare for group application. Psychology in Schools, 31, 133-145. doi:10.1002/1520-6807(199404)31:2<133::AID-PITS2310310208>3.0.CO;2-G DOI: https://doi.org/10.1002/1520-6807(199404)31:2<133::AID-PITS2310310208>3.0.CO;2-G

Marston, D. (1989). Curriculum-based measurement: What is it and why do it? In M. R. Shinn (Ed.), Curriculum-based measurement: Assessing special children (pp. 18-78). New York, NY: Guilford.

Milsom, A., & Glanville, J. L. (2010). Factors mediating the relationship between social skills and academic grades in a sample of students diagnosed with learning disabilities or emotional disturbance. Remedial and Special Education, 31, 241-251. doi:10.1177/0741932508327460 DOI: https://doi.org/10.1177/0741932508327460

National Assessment of Educational Progress. (2007). Mathematics assessment. Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics.

National Governors Association & Center for Best Practices and Council of Chief States’ School Officers. (2010). Common core state standards for mathematics. Retrieved from http://www.corestandards.org/

National Mathematics Advisory Panel. (2008). Foundations for success: The final report of the National Mathematics Advisory Panel. Washington, DC: U.S. Department of Education.

No Child Left Behind Act of 2001, Pub. L. No. 107-110, 115 Stat. 1425, C.F.R. (2002).

Pearson Education. (2008). AIMSWeb progress monitoring and RTI system. Upper Saddle River, NJ: Author.

Poncy, B. C., Skinner, C. H., & Axtell, P. K. (2010). An investigation of detect, practice, and repair (DPR) to remedy math-fact deficits in a group of third-grade students. Psychology in the Schools, 47, 342-353. doi:10.1002/pits.20474 DOI: https://doi.org/10.1002/pits.20474

Poncy, B. C., Skinner, C. H., & Jaspers, K. (2007). Evaluating and comparing interventions to enhance math accuracy and fluency: Cover, copy, compare versus taped problems. Journal of Behavioral Education, 16, 27-37. doi:10.1007/s10864-006-9025-7 DOI: https://doi.org/10.1007/s10864-006-9025-7

Shadish, W. P., Cook, T. D., & Campbell, D. T. (2001). Experimental and quasi-experimental designs for generalized causal inferences. New York, NY: Houghton Mifflin.

Shapiro, E. S. (2004). Academic skill problems: Direct assessment and intervention (3rd ed.). New York, NY: Guilford Press.

Shinn, M. R. (2002). Identifying and defining academic problems: CBM screening and eligibility procedures. In S. N. Elliot & J. C. Witt (Series Eds.) & M. R. Shinn (Volume Ed.), Curriculum based-measurement: Assessing special children (pp. 90-129). New York, NY: Guilford Press.

Skinner, C. H., Belfiore, P. J., Mace, H. W., Williams, S., & Johns, G. A. (1997). Altering response to topography to increase response efficiency and learning rates. School Psychology Quarterly, 12, 54-64. doi:10.1037/h0088947 DOI: https://doi.org/10.1037/h0088947

Skinner, C. H., Turco, T. L., Beatty, K. L., & Rasavage, C. (1989). Cover, copy, compare: A method for increasing multiplication performance. School Psychology Review, 18, 412-420. Retrieved from http://www.nasponline.org/publications/spr DOI: https://doi.org/10.1080/02796015.1989.12085436

Thurber, R. S., Shinn, M. R., & Smolkowski, K. (2002). What is measured in mathematics tests? Construct validity of curriculum-based mathematics measures. School Psychology Review, 31, 498-513. Retrieved from http://www.nasponline.org/publications/spr DOI: https://doi.org/10.1080/02796015.2002.12086170

There are 30 references in total.
How to Cite
Kitchens, V. D., Deris, A. R., & Simon, M. K. (2016). Effects of an Intervention on Math Achievement for Students with Learning Disabilities. Journal of the American Academy of Special Education Professionals, 11(1), 85-96. https://doi.org/10.64546/jaasep.298

Winter 2016

Article Information

  • Article Type Articles
  • Submitted December 19, 2015
  • Published February 15, 2016
  • Issue Winter 2016
  • Section Articles
  • File Downloads 0
  • Abstract Views 0
  • Altmetrics
  • Share
Download data is not yet available.