Online Delivery of a Manipulative-Based Intervention Package for Finding Equivalent Fractions.
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| Title: | Online Delivery of a Manipulative-Based Intervention Package for Finding Equivalent Fractions. |
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| Authors: | Bouck, Emily C. (AUTHOR), Long, Holly (AUTHOR) |
| Source: | Journal of Behavioral Education. Jun2023, Vol. 32 Issue 2, p313-333. 21p. 1 Diagram, 1 Chart, 1 Graph. |
| Subjects: | At-risk students, Mathematics students, Students with disabilities, Explicit instruction, Online education, Virtual communities |
| Abstract: | Mathematics education for students with and at-risk for a disability is important and high-quality, research-supported practices should be used for online teaching—whether intentional or as a result of a global pandemic. This single-case design multiple probe replicated across participants study explored the online delivery of an intervention package consisting of the virtual-abstract instructional sequence—taught via modified explicit instruction—and the system of least prompts to three upper elementary students with a disability or at-risk in solving equivalent fractions. Researchers determined a functional relation existed between the intervention package and student accuracy. Researchers also found students were independent and able to maintain accuracy when instruction did not proceed either following the intervention or with the support of boost sessions. Implications for providing mathematical interventions to students with disabilities or at-risk online exist. Further, the study lends support to virtual manipulative-based instructional sequences, as the setting, population, and implementation of explicit instruction differed in this study as compared to previous research. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Behavioral Education is the property of Springer Nature 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: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Mathematics education for students with and at-risk for a disability is important and high-quality, research-supported practices should be used for online teaching—whether intentional or as a result of a global pandemic. This single-case design multiple probe replicated across participants study explored the online delivery of an intervention package consisting of the virtual-abstract instructional sequence—taught via modified explicit instruction—and the system of least prompts to three upper elementary students with a disability or at-risk in solving equivalent fractions. Researchers determined a functional relation existed between the intervention package and student accuracy. Researchers also found students were independent and able to maintain accuracy when instruction did not proceed either following the intervention or with the support of boost sessions. Implications for providing mathematical interventions to students with disabilities or at-risk online exist. Further, the study lends support to virtual manipulative-based instructional sequences, as the setting, population, and implementation of explicit instruction differed in this study as compared to previous research. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10530819 |
| DOI: | 10.1007/s10864-021-09449-y |
