Solving word problems is a common area of struggle for students with learning disabilities (LD). In order for instruction to be effective, we first need to have a clear understanding of the specific errors exhibited by students with LD during problem solving. Error analysis has proven to be an effective tool in other areas of math but has had little application to errors in word problems. Using an error analysis approach, this study aimed to investigate in depth the various types and frequency of errors made by students with LD and their AA peers during math problem solving. The resulting similarities and differences between the two groups of students are discussed with insight into underlying cognitive processes, and implications for future research.

No abstract

In third grade the focus on math word problems becomes prominent. In the limited third grade research, teacher-mediated explicit instruction with multiple exemplars, teaching students to use visual representations, and the incorporation of self-strategies, have proven effective. For these practices to reach their full potential though, their content must be relevant and provide for growth to mature mathematical concepts. Based on these conclusions, additional research was needed. Therefore, the focus of this study was to evaluate the effectiveness of a multi-component word problem-solving intervention with explicit instruction strategies, multiple exemplars, the teaching of student-generated visual representations, incorporation of a self-monitoring checklist, and Common Core State Standards' appropriate curriculum. Within a multiple baseline across behaviors design, the study evaluated the paraphrasing, visualizing, and computing word problem-solving responses of 10 third graders identified as learning disabilities, at-risk, and/or ESOL. The study revealed that all students made gains in some behaviors related to problem solving. Results are discussed in relation to a cognitive-behavioral framework and individual student characteristics, including discussions of limitations and educational significance. Kingsdorf runs an applied behavior analysis consultation company that provides behavioral and educational support to staff working in public and private schools, home-based therapy settings, and day-treatment centers. She remains active in academia through adjunct teaching positions and collaborative research projects with colleagues. Her research interests include behavior analytic intervention research related to skill acquisition in the populations of children with autism, learning disabilities, and English Language Learners (ELL). She hopes to further investigate the cognitive-behavioral framework introduced in this study within other academic subjects; additionally studying the role that Skinner's Verbal Behavior plays in the cognitive and behavioral processes associated with problem solving and comprehension. PUBLIC INTEREST STATEMENTEven for some adults, solving math word problems can be daunting. This history of struggle with word problems often begins in third grade, when they are first introduced into the curriculum. Unfortunately, the intimidation that surrounds this tough academic task can result in even teachers finding themselves without the necessary skills to address student learning in this area. Therefore, the aim of this study was to investigate a model of teaching math word problems to third graders that could be easily utilized by educators in the inclusive classroom, measure areas of learning beyond mathematical computation, and provide strategies which can continue to be used as word problems increase in complexity. The intervention outlined specific teaching procedures, taught students how to use paraphrasing and visualizing when approaching the problems, and encouraged students to monitor...

This article describes how a behaviour contract has been implemented to achieve positive and enduring results for four boys with a diagnosis of an autistic spectrum disorder (ASD). Four case studies are described which address reductions in behaviours such as assaultive and destructive behaviour, outof-seat behaviour, inappropriate contact with others and loud vocalisations, while also increasing the following of directions in the classroom and at playtimes. The common thread across all of the case studies is the use of the behaviour contract and the link that is built between home and school. The authors suggest that it is this contingent link that is the basis for the success in each of these studies. Based on their research, they believe that the behaviour contract can be considered an important and useful tool in helping address challenging behaviours in children with an ASD. Emma Hawkins is theDirector of Education at The Jigsaw CABAS® School and oversees the implementation of strategies at the school to improve the behaviour of the pupils. Grant Gautreaux, from Nicholls State University in Louisiana, consults at The Jigsaw CABAS® School and is a member of the CABAS® Board. All of the remaining authors work at The Jigsaw CABAS® School and have successfully implemented the behaviour contract in their classrooms.

No abstract

No abstract

No abstract

There is a widespread lack of behavioral professionals available to support children and families affected by neurodevelopmental disabilities. As a result of limited availability, services that can be provided from a distance have developed. Telehealth is a modality that can increase access to services, lessen financial constraints, and support assessments of generalization. Using either synchronous or asynchronous components it can foster evaluation and coaching. Guidelines for usage have surfaced in North America and been integrated into the continent’s existing model of behavioral care. However, in Europe where all modalities of behavioral services are fighting to receive funding, frameworks are scarce. Understanding more about telehealth in behavioral care, its various applications throughout Europe, and the local context into which it can be applicable may promote system growth. To support this cause, a scoping review of recent behavioral telehealth practices for children and families impacted by neurodevelopmental disabilities in Europe was undertaken; looking specifically to assess types of studies, their targets and outcomes, telehealth modality components, barriers, and directions for future work. Although few studies surfaced, valuable conclusions can be drawn about the model’s empirical validation, creating a groundwork for sustainability, and the need for developing policy and standardized application.