Initiating and Fading Self-Management Interventions to Increase Math Fluency in General Education Classes

Abstract

This study investigated the effects of multiple-component behavioral self-management (BSM) interventions on math fluency and engaged time of five 4th-grade students with and without disabilities in general education classrooms. A multiple-baseline across subjects design demonstrated that the students (a) increased their math fluency and engaged time after being trained to use self-management components, (b) further improved their math fluency and engaged time when components of the self-management interventions were faded, (c) matched or exceeded normative levels of math fluency of 4th-grade peers, (d) generalized improvements in math fluency when they answered math word problems, and (e) self monitored accurately and punctually when they computed answers to calculation problems during daily warm-up sessions.

The Effects of Fading a Strategic Self-Monitoring Intervention on Students’ Academic Engagement, Accuracy, and Productivity

“…In terms of academic engagement when the ACT-REACT strategic self-monitoring sheet was gradually faded, the results of this study support those obtained in the ten previous self-monitoring investigations that included fading in their experimental phases (see Boyle and Hughes 1994;De Haas-Warner 1992;DiGangi et al 1991;Edwards et al 1995;Levendoski and Cartledge 2000;Mathes and Bender 1997;Maag et al 1993;McDougall and Brady 1998;Prater et al 1991Prater et al , 1992. In this study, all of the students demonstrated markedly improved levels of academically engaged behavior during fading when data are compared to baseline phases.…”

“…As we mentioned previously, we found only five studies (see DiGangi et al 1991;Edwards et al 1995;Levendoski and Cartledge 2000;Maag et al 1993;McDougall and Brady 1998) in which researchers investigated students' academic performance during fading conditions and results were also mixed.…”

“…Like McDougall and Brady (1998), students in our study were not stigmatized by their use of the strategic ACT-REACT self-monitoring procedures/materials. In fact, the non-participating students also expressed a desire to use ACT-REACT.…”

“…Interestingly, despite prevailing policy and practice shifts to educate students with disabilities in the general education classroom (25th Annual Report to Congress), only six (see De Haas-Warner 1992;DiGangi et al 1991;Edwards et al 1995;Maag et al 1993;McDougall and Brady 1998;Prater et al 1992) of the 10 inquiries were undertaken in inclusive environments.…”

Görme Yetersizliğinden Etkilenmiş Öğrencilerde Matematikte Çarpma İşlem Akıcılığını Arttırmada Kendini İzleme Tekniğinin Etkililiği

“…Therefore, becoming fluent in arithmetic operations in math will have positive effects on academic performance, home tasks, shopping and other areas of daily life. But without interventions, learning disabilities in math persist into adulthood (Chiesa & Robertson, 2000;McDougall & Brady, 1998;Woodward, 2006). Thus, educators should use effective and encouraging teaching strategies about math while working with students with visual impairments.…”