An Updated Evidence-Based Practice Review on Teaching Mathematics to Students with Moderate and Severe Developmental Disabilities
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| Title: | An Updated Evidence-Based Practice Review on Teaching Mathematics to Students with Moderate and Severe Developmental Disabilities |
|---|---|
| Language: | English |
| Authors: | Spooner, Fr, Root, Jenny R., Saunders, Alicia F., Browder, Diane M. |
| Source: | Remedial and Special Education. Jun 2019 40(3):150-165. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2019 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324A130001 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Evidence Based Practice, Mathematics Instruction, Developmental Disabilities, Mathematics Skills, Autism, Pervasive Developmental Disorders, Special Education, Teaching Methods, Moderate Intellectual Disability, Severe Intellectual Disability |
| DOI: | 10.1177/0741932517751055 |
| ISSN: | 0741-9325 |
| Abstract: | The purpose of this review was to examine the body of research on teaching mathematics to students with moderate and severe developmental disability that has been published since 2005, reflecting changes in both the academic expectations for this population and research and design standards in the evidence-based practice (EBP) era. We examined research on teaching mathematical skills for students with moderate and severe developmental disability from 2005-2016 and found 36 studies (33 single-case and three group-experimental studies), updating the Browder, Spooner, Ahlgrim-Delzell, Harris, and Wakeman analysis. Of the 36 studies included in the review, 22 single-case and three group-design studies received a rating of high or adequate quality using the National Technical Assistance Center on Transition (NTACT) indicator criteria. In addition to systematic instruction, instructional procedures of technology-aided instruction, graphic organizers, manipulatives, and explicit instruction were found to be EBPs in teaching mathematics to this population. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2019 |
| Accession Number: | EJ1214951 |
| Database: | ERIC |
| Abstract: | The purpose of this review was to examine the body of research on teaching mathematics to students with moderate and severe developmental disability that has been published since 2005, reflecting changes in both the academic expectations for this population and research and design standards in the evidence-based practice (EBP) era. We examined research on teaching mathematical skills for students with moderate and severe developmental disability from 2005-2016 and found 36 studies (33 single-case and three group-experimental studies), updating the Browder, Spooner, Ahlgrim-Delzell, Harris, and Wakeman analysis. Of the 36 studies included in the review, 22 single-case and three group-design studies received a rating of high or adequate quality using the National Technical Assistance Center on Transition (NTACT) indicator criteria. In addition to systematic instruction, instructional procedures of technology-aided instruction, graphic organizers, manipulatives, and explicit instruction were found to be EBPs in teaching mathematics to this population. |
|---|---|
| ISSN: | 0741-9325 |
| DOI: | 10.1177/0741932517751055 |
