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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: PDF
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
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  Data: Cognitive Strategy Instruction for Functional Mathematical Skill: Effects for Young Adults with Intellectual Disability
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  Data: <searchLink fieldCode="SO" term="%22Education+and+Training+in+Autism+and+Developmental+Disabilities%22"><i>Education and Training in Autism and Developmental Disabilities</i></searchLink>. Sep 2012 47(3):345-358.
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  Data: 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
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  Data: 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.)
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 345
    Subjects:
      – SubjectFull: Learning Strategies
        Type: general
      – SubjectFull: Experimental Groups
        Type: general
      – SubjectFull: Mental Retardation
        Type: general
      – SubjectFull: Young Adults
        Type: general
      – SubjectFull: Mathematics Skills
        Type: general
      – SubjectFull: Instructional Innovation
        Type: general
      – SubjectFull: Teaching Models
        Type: general
      – SubjectFull: Control Groups
        Type: general
      – SubjectFull: Computation
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Cognitive Style
        Type: general
      – SubjectFull: Cognitive Tests
        Type: general
      – SubjectFull: Cognitive Processes
        Type: general
      – SubjectFull: Pretests Posttests
        Type: general
      – SubjectFull: Academic Accommodations (Disabilities)
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Comparative Testing
        Type: general
      – SubjectFull: College Students
        Type: general
    Titles:
      – TitleFull: Cognitive Strategy Instruction for Functional Mathematical Skill: Effects for Young Adults with Intellectual Disability
        Type: main
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          Name:
            NameFull: Hua, Youjia
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            NameFull: Morgan, Benjamin S. T.
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            NameFull: Kaldenberg, Erica R.
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          Dates:
            – D: 01
              M: 09
              Type: published
              Y: 2012
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              Value: 2154-1647
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              Value: 47
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            – TitleFull: Education and Training in Autism and Developmental Disabilities
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