Cognitive Strategy Instruction for Functional Mathematical Skill: Effects for Young Adults with Intellectual Disability
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| Title: | Cognitive Strategy Instruction for Functional Mathematical Skill: Effects for Young Adults with Intellectual Disability |
|---|---|
| Language: | English |
| Authors: | Hua, Youjia, Morgan, Benjamin S. T., Kaldenberg, Erica R. |
| Source: | Education and Training in Autism and Developmental Disabilities. Sep 2012 47(3):345-358. |
| Availability: | Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://daddcec.org/Publications/ETADDJournal.aspx |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 14 |
| Publication Date: | 2012 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Learning Strategies, Experimental Groups, Mental Retardation, Young Adults, Mathematics Skills, Instructional Innovation, Teaching Models, Control Groups, Computation, Intervention, Cognitive Style, Cognitive Tests, Cognitive Processes, Pretests Posttests, Academic Accommodations (Disabilities), Predictor Variables, Teaching Methods, Instructional Effectiveness, Comparative Analysis, Comparative Testing, College Students |
| ISSN: | 2154-1647 |
| Abstract: | This study assessed the effectiveness of a three-step cognitive strategy (TIP) for calculating tip and total bill for young adults with intellectual disability. In the context of pre- and post-test nonequivalent-groups design, 10 students from a postsecondary education program for individuals with disabilities participated in the study. A teacher delivered six lessons to students in the experimental group using the working instructional model for teaching learning strategies. Results indicate that the experimental group outperformed the comparison group on items that assessed the ability to calculate tip and total bill. Students from the experimental group also generalized the procedural knowledge to tasks that required using percent values in different contexts. Four of the students from the experimental group maintained the use of the strategy 8 weeks after the intervention. (Contains 2 figures and 5 tables.) |
| Abstractor: | As Provided |
| Number of References: | 39 |
| Entry Date: | 2012 |
| Access URL: | https://daddcec.org/Publications/ETADDJournal/ETDDDetailsPage/tabid/80/ArticleID/638/Cognitive-Strategy-Instruction-for-Functional-Mathematical-Skill-Effects-for-Young-Adults-with-Intellectual-Disability.aspx |
| Accession Number: | EJ986320 |
| Database: | ERIC |
| Abstract: | This study assessed the effectiveness of a three-step cognitive strategy (TIP) for calculating tip and total bill for young adults with intellectual disability. In the context of pre- and post-test nonequivalent-groups design, 10 students from a postsecondary education program for individuals with disabilities participated in the study. A teacher delivered six lessons to students in the experimental group using the working instructional model for teaching learning strategies. Results indicate that the experimental group outperformed the comparison group on items that assessed the ability to calculate tip and total bill. Students from the experimental group also generalized the procedural knowledge to tasks that required using percent values in different contexts. Four of the students from the experimental group maintained the use of the strategy 8 weeks after the intervention. (Contains 2 figures and 5 tables.) |
|---|---|
| ISSN: | 2154-1647 |
