A comparison of three instructional methods for teaching math skills to secondary students with emotional/behavioral disorders
Abstract
The purpose of this study was to determine the most effective instructional method for teaching mathematics to secondary students with emotional and behavioral disorders. A single-subject research design was utilized to compare three instructional methods: direct teach, computer-assisted instruction, and a combination of those methods. While the combined method was found to be more effective for some learners, it was found that other variables affected learning for these students as much as instructional methodology. Student preference for these methods was also investigated as was the instructional method associated with higher rates of appropriate behavior.
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Recommended Citation
Glenna M Billingsley,
"A comparison of three instructional methods for teaching math skills to secondary students with emotional/behavioral disorders"
(January 1, 2007).
ETD Collection for Texas State University.
Paper AAI3286718.
http://ecommons.txstate.edu/dissertations/AAI3286718