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Academic Mathematics Instruction and Intervention for Students with Mild Intellectual Disability: An Updated Review.

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Title: Academic Mathematics Instruction and Intervention for Students with Mild Intellectual Disability: An Updated Review.
Authors: Bouck, Emily C.1 ecb@msu.edu, Long, Holly1
Source: Education & Training in Autism & Developmental Disabilities. Jun2023, Vol. 58 Issue 2, p144-161. 18p.
Subject Terms: *Disabilities, *Intellectual disabilities, *Mathematics students, *Students with disabilities, Quality standards
Abstract: Determining evidence-based practices helps guide educators on how to teach. In this study, researchers replicated, updated, and extended the review of the literature on mathematics interventions for students with MID by Hord and Bouck (2012). The researchers determined the current state of the literature on academic mathematics interventions for students with MID and then analyzed the quality of that literature by applying the Cook et al. (2014) and CEC (2014) quality indicators and standards to evaluate if any evidence-based mathematics practices exist for students with MID. The researchers found an increase in literature in the last decade on mathematics interventions for students with MID, as compared to what was found by Hord and Bouck. The researchers, using the quality indicators and standards for single case design studies by Cook et al. (2014) and CEC (2014), determined one practice to be evidence-based and three additional practices to be potentially evidence-based, with caveats. [ABSTRACT FROM AUTHOR]
Copyright of Education & Training in Autism & Developmental Disabilities is the property of Council for Exceptional Children, Division on Autism & Developmental Disabilities and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Academic Mathematics Instruction and Intervention for Students with Mild Intellectual Disability: An Updated Review.
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  Data: <searchLink fieldCode="JN" term="%22Education+%26+Training+in+Autism+%26+Developmental+Disabilities%22">Education & Training in Autism & Developmental Disabilities</searchLink>. Jun2023, Vol. 58 Issue 2, p144-161. 18p.
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  Data: *<searchLink fieldCode="DE" term="%22Disabilities%22">Disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Intellectual+disabilities%22">Intellectual disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+students%22">Mathematics students</searchLink><br />*<searchLink fieldCode="DE" term="%22Students+with+disabilities%22">Students with disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Quality+standards%22">Quality standards</searchLink>
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  Label: Abstract
  Group: Ab
  Data: Determining evidence-based practices helps guide educators on how to teach. In this study, researchers replicated, updated, and extended the review of the literature on mathematics interventions for students with MID by Hord and Bouck (2012). The researchers determined the current state of the literature on academic mathematics interventions for students with MID and then analyzed the quality of that literature by applying the Cook et al. (2014) and CEC (2014) quality indicators and standards to evaluate if any evidence-based mathematics practices exist for students with MID. The researchers found an increase in literature in the last decade on mathematics interventions for students with MID, as compared to what was found by Hord and Bouck. The researchers, using the quality indicators and standards for single case design studies by Cook et al. (2014) and CEC (2014), determined one practice to be evidence-based and three additional practices to be potentially evidence-based, with caveats. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Education & Training in Autism & Developmental Disabilities is the property of Council for Exceptional Children, Division on Autism & Developmental Disabilities and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=162999426
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        Text: English
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      – SubjectFull: Disabilities
        Type: general
      – SubjectFull: Intellectual disabilities
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      – SubjectFull: Mathematics students
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      – SubjectFull: Students with disabilities
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      – SubjectFull: Quality standards
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              Text: Jun2023
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