Title: The Use of a Modified Direct Instruction Flashcard System with Two High School Students with Developmental Disabilities.
Authors: Hayter, Shannon; Scott, Elizabeth; McLaughlin, T. F.; Weber, Kimberly P.
Abstract: We employed a flashcard strategy to teach two high school students with mental retardation their math facts. The study was carried out in a typical self-contained classroom public school setting. We measured both correct responses and errors. The effects of employing flashcards were examined in a multiple baseline design across participants. Overall outcomes indicated that when flashcards were employed there was an increase in their correct rate and a decrease in errors. Applicability of employing flashcards was discussed.
Subjects: INTELLECTUAL disabilities; REHABILITATION for people with intellectual disabilities; MATHEMATICS education (Secondary); TEACHING methods; TEACHING aids; HIGH school students; WORD recognition
Publication: Journal of Developmental & Physical Disabilities, 2007, Vol 19, Issue 4, p409
ISSN: 1056-263X
Publication type: Academic Journal
DOI: 10.1007/s10882-007-9059-3

The Use of a Modified Direct Instruction Flashcard System with Two High School Students with Developmental Disabilities.

Hayter, Shannon; Scott, Elizabeth; McLaughlin, T. F.; Weber, Kimberly P.