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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
FullText Text:
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  Data: 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
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  Data: 10.1177/0741932517751055
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  Data: 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.
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        Value: 10.1177/0741932517751055
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    PhysicalDescription:
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        PageCount: 16
        StartPage: 150
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      – SubjectFull: Evidence Based Practice
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Developmental Disabilities
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      – SubjectFull: Mathematics Skills
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      – SubjectFull: Autism
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      – SubjectFull: Pervasive Developmental Disorders
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      – SubjectFull: Special Education
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      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Moderate Intellectual Disability
        Type: general
      – SubjectFull: Severe Intellectual Disability
        Type: general
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      – TitleFull: An Updated Evidence-Based Practice Review on Teaching Mathematics to Students with Moderate and Severe Developmental Disabilities
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