View in EDS HTML Full Text PDF Full Text

A Pilot Study of the Efficacy of a Fraction Sense Intervention on the Fraction Knowledge of Students with Disabilities.

Saved in:
Bibliographic Details
Title: A Pilot Study of the Efficacy of a Fraction Sense Intervention on the Fraction Knowledge of Students with Disabilities.
Authors: Cox, Sarah K.1 (AUTHOR) skcox@msu.edu, Norwine, Laura1 (AUTHOR)
Source: Education & Training in Autism & Developmental Disabilities. Mar2026, Vol. 61 Issue 1, p3-25. 23p.
Subject Terms: *Students with disabilities, *Educational intervention, *Experimental design, *Mathematics education, *Special education, Numeracy
Abstract: Students with disabilities often struggle acquiring fraction knowledge, which is an essential mathematical concept. Although previous researchers have examined fraction interventions, most of the current research base has focused on students at-risk for or with mathematical difficulties, and less attention has been given to students with diagnosed disabilities. Researchers conducted a multiple-probe across participants single-case research design to evaluate the initial efficacy of a fraction sense intervention to support four students with disabilities in their fraction knowledge. While insufficient evidence was found to claim a functional relation, there were observed differences from baseline to intervention performance for all four participants suggesting the need for a more rigorous design to evaluate the effects of the full intervention for individuals with disabilities. Implications for research and practice are discussed. [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
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 193893610
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: A Pilot Study of the Efficacy of a Fraction Sense Intervention on the Fraction Knowledge of Students with Disabilities.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Cox%2C+Sarah+K%2E%22">Cox, Sarah K.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> skcox@msu.edu</i><br /><searchLink fieldCode="AR" term="%22Norwine%2C+Laura%22">Norwine, Laura</searchLink><relatesTo>1</relatesTo> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Education+%26+Training+in+Autism+%26+Developmental+Disabilities%22">Education & Training in Autism & Developmental Disabilities</searchLink>. Mar2026, Vol. 61 Issue 1, p3-25. 23p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Students+with+disabilities%22">Students with disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+intervention%22">Educational intervention</searchLink><br />*<searchLink fieldCode="DE" term="%22Experimental+design%22">Experimental design</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br /><searchLink fieldCode="DE" term="%22Numeracy%22">Numeracy</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Students with disabilities often struggle acquiring fraction knowledge, which is an essential mathematical concept. Although previous researchers have examined fraction interventions, most of the current research base has focused on students at-risk for or with mathematical difficulties, and less attention has been given to students with diagnosed disabilities. Researchers conducted a multiple-probe across participants single-case research design to evaluate the initial efficacy of a fraction sense intervention to support four students with disabilities in their fraction knowledge. While insufficient evidence was found to claim a functional relation, there were observed differences from baseline to intervention performance for all four participants suggesting the need for a more rigorous design to evaluate the effects of the full intervention for individuals with disabilities. Implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  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=193893610
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/21541647251406823
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 23
        StartPage: 3
    Subjects:
      – SubjectFull: Students with disabilities
        Type: general
      – SubjectFull: Educational intervention
        Type: general
      – SubjectFull: Experimental design
        Type: general
      – SubjectFull: Mathematics education
        Type: general
      – SubjectFull: Special education
        Type: general
      – SubjectFull: Numeracy
        Type: general
    Titles:
      – TitleFull: A Pilot Study of the Efficacy of a Fraction Sense Intervention on the Fraction Knowledge of Students with Disabilities.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Cox, Sarah K.
      – PersonEntity:
          Name:
            NameFull: Norwine, Laura
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 03
              Text: Mar2026
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 21541647
          Numbering:
            – Type: volume
              Value: 61
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Education & Training in Autism & Developmental Disabilities
              Type: main
ResultId 1