A Comparison of Three Instructional Methods for Teaching Math Skills to Secondary Students With Emotional/Behavioral Disorders.

Billingsley, Glenna; Scheuermann, Brenda; Webb, Jo

The purpose of this study was to determine the most effective of three instructional methods for teaching mathematics to secondary students with emotional and behavioral disorders. A single-subject alternating-treatments research design was used to compare three instructional methods: direct teach, computer-assisted instruction, and a combination of both methods. Disability label, age, and IQ were related to learning outcomes. In addition, although the combined method was more effective for some learners, variables such as attendance and motivation, as well as IQ, comorbid conditions, age, and number of years spent in school, affected learning outcomes.

BEHAVIOR disorders in children; MATHEMATICS education (Secondary); ADJUSTMENT disorders in children; COMPUTER assisted instruction; INTELLIGENCE levels; LEARNING; TEACHING methods; ACADEMIC motivation

Behavioral Disorders, 2009, Vol 35, Issue 1, p4

0198-7429

Academic Journal

10.1177/019874290903500101