Effects of Goal Structures and Performance Contingencies on the Math Performance of Adolescents with Learning Disabilities

Abstract

This study assessed the effects of assigned versus self-selected goals and contingent versus noncontingent gameplay conditions, delivered during computer-assisted math computation drill-and-practice sessions. Participants were 20 high school pupils with learning disabilities who had active Individualized Education Plan (IEP) goals that targeted the improvement of computational skills. Students were assigned randomly to goal conditions and, within goal conditions, to contingency groups. Math computation performance was measured pre-, mid-, and posttreatment. Analyses of variance indicated that students who selected their goals performed better than pupils with assigned goals. No differences existed between the contingency groups. Implications for practice are discussed.

A Model for Aligning Self-Determination and General Curriculum Standards

“…• Instruct students to set goals for amount or quality of work (e.g., problems completed, pages read; Fuchs, Bahr, & Rieth, 1989;Martin et al, 2003;Schunk, 1985;Warner & deJung, 1971). • Use student-signed contracts to encourage students to meet academic goals (Ajibola & Clement, 1995;Martin et al, 2003;Tollefson, Tracy, Johnsen, & Chatman, 1986).…”

Application of biomedical informatics to chronic pediatric diseases: a systematic review

“…Interventions considered in the studies were computerized training of working memory [19], visual hemisphere-specific stimulation [20], and software for computer-delivered instruction [21], computer-based reading [22], computerized study guide [23], computer-assisted mathematics computation drill-down-practice [24], and computer-assisted instructional software [25]. These studies also focused on outcome measures such as neuropsychological assessments [19], substantive errors, fragmentations, and reading time [20], compliance, visual discrimination task, and collateral behavior [21], spelling skill, and reading skill [22], multiple choice reading passage tests, note taking [23], computation skills in addition, subtraction, multiplication, and division [24], and multiple choice tests [25]. Improvements and significant treatment effects were reported in relation to reduction in symptoms of inattention and hyperactivity/impulsivity and improvement for the span-board task, working memory deficits, response inhibition, and complex reasoning [25].…”

“…Improvements and significant treatment effects were reported in relation to reduction in symptoms of inattention and hyperactivity/impulsivity and improvement for the span-board task, working memory deficits, response inhibition, and complex reasoning [25]. Other reported improvements included fewer substantive errors and more fragmentations on a text-reading task compare to control group [20], improved accuracy and fluency during reading and spelling [22], improvement in math computation performance over time [24], higher quiz scores and higher overall test scores for a computer study guide group compared to a lecture group [25]. …”

Integrating Computer-Based Instruction and Peer Tutoring

“…Additional positive outcomes indicated by research include increased time on task and better motivation. Furthermore, use of technological tools such as databases and problemsolving software has resulted in an increase in the development of higher-order thinking skills (Fuchs, Bahr, & Rieth, 1989;Mastropieri, Scruggs, & Shiah, 1991;Okolo et al, 1993). CBI is a proven and effective tool for students with disabilities at all stages of learning.…”