Biomedical subjects

S H Gottling

Publications and source records attributed to S H Gottling.

2 recordsLinked to original sources

PubMed1995

A study of planning and mathematics instruction for students with learning disabilities.

The purpose of this study was to extend research in training the use of cognitive strategies or planning to mathematical computation for 4 students with specific learning disabilities. A cognitive education method utilized in previous research was duplicated. It was expected that students would find the instruction differentially effective based upon their initial scores on a measure of planning. Using the Planning, Attention, Simultaneous, Successive model as a base, a cognitive instruction which facilitated planning was provided to two students with low scores on planning, obtained using an experimental version of the Das-Naglieri Cognitive Assessment System, and two students with average planning scores. All students completed three sessions of baseline and seven sessions of cognitive instruction in addition and multiplication. During the cognitive instruction phase, 5-min. sessions of self-reflection and verbalization of strategies about the mathematics problems were conducted after each initial 10-min. session of mathematics. Scores on addition problems showed that all students improved. On multiplication, however, 2 students with low planning scores improved considerably but not 2 with higher planning scores. Implications are provided.

Child↗

PubMedDate not supplied

Mathematics instruction and PASS cognitive processes: an intervention study.

The purpose of this study was to determine if an instruction designed to facilitate planning, given by teachers to their class as a group, would have differential effects depending on the specific cognitive characteristics of the individual students. A cognitive instruction that facilitated planning was provided to a group of 12 students with learning disabilities. All students completed math work sheets during 7 sessions of baseline and 21 sessions of intervention (when the instruction designed to facilitate planning was provided). During the intervention phase, students engaged in self-reflection and verbalization of strategies about how mathematics problems were completed. The class was sorted according to planning scores, obtained using the Cognitive Assessment System, which is based on Planning, Attention, Simultaneous, Successive (PASS) theory; and low- and high-planning contrast groups were identified. The results, consistent with previous research, showed that teaching control and regulation of cognitive activity had beneficial effects for all students but was especially helpful for those who were poor in planning, as defined by the PASS theory. Implications of these findings are provided.

Achievement↗