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PubMed · 9757578

Teaching multiplication facts to students with learning disabilities.

D K Wood·A R Frank·D P Wacker
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Abstract

Multiple baseline designs were used to examine the effects of an instructional package on accuracy of performance in solving multiplication facts by 3 students with learning disabilities. The instructional package included the following components: (a) a modified instructional sequence in which multiplication facts were grouped into the zeros, ones, doubles, fives, and nines categories, and those remaining; (b) identification of the category in which each fact belonged; (c) mnemonic strategies associated with solving facts in each category; and (d) steps to be completed for solving facts in each category. Results indicated that the instructional package produced substantial and immediate effects. After receiving instruction, a participant's accuracy was often 100%, and this was maintained throughout the evaluation even as other strategies were introduced. Comparable results occurred across students, demonstrating replication of the effects of the instructional package.

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Black or African AmericanChildEducation of Persons with Intellectual DisabilitiesEducational MeasurementHumansLearning DisabilitiesMainstreaming, EducationMaleMathematicsTeaching MaterialsWhite PeopleCase ReportsJournal Article

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D K Wood, A R Frank, D P Wacker. 1998. Teaching multiplication facts to students with learning disabilities.. https://doi.org/10.1901/jaba.1998.31-323

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