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A Precision Teaching Framework for Improving Mathematical Skills of Students with Intellectual and Developmental Disabilities

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Title: A Precision Teaching Framework for Improving Mathematical Skills of Students with Intellectual and Developmental Disabilities
Language: English
Authors: Vostanis, Athanasios (ORCID 0000-0002-3065-4545), Padden, Ciara (ORCID 0000-0001-9789-1812), Chiesa, Mecca, Rizos, Konstantinos, Langdon, Peter E. (ORCID 0000-0002-7745-1825)
Source: Journal of Behavioral Education. Dec 2021 30(4):513-533.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 21
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Descriptors: Teaching Methods, Mathematics Skills, Intellectual Disability, Developmental Disabilities, Students with Disabilities, Student Behavior, Mathematics Achievement, Skill Development, Addition, Effect Size, Instructional Effectiveness
DOI: 10.1007/s10864-020-09394-2
ISSN: 1053-0819
Abstract: The aim of this study was to investigate the effect of a precision teaching (PT) framework on the mathematical ability of students with intellectual and developmental disabilities. We also examined if students of moderate mathematical ability could perform as well as their peers with fewer difficulties with their math skills. Sixteen students participated and were divided into three groups. One group engaged in PT, and the other two groups functioned as comparisons. The PT group practiced six skills introduced linearly. An A-B design was used for the five component skills, and a multiple baseline across participants design was used for the composite skill (addition). The intervention led to a significant improvement in all skills, including addition, and this was associated with a large effect size; student performance met or exceeded that of their peers. Overall, the findings suggest that PT is an efficient and effective approach for teaching students with IDDs.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1319434
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Vostanis%2C+Athanasios%22">Vostanis, Athanasios</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3065-4545">0000-0002-3065-4545</externalLink>)<br /><searchLink fieldCode="AR" term="%22Padden%2C+Ciara%22">Padden, Ciara</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9789-1812">0000-0001-9789-1812</externalLink>)<br /><searchLink fieldCode="AR" term="%22Chiesa%2C+Mecca%22">Chiesa, Mecca</searchLink><br /><searchLink fieldCode="AR" term="%22Rizos%2C+Konstantinos%22">Rizos, Konstantinos</searchLink><br /><searchLink fieldCode="AR" term="%22Langdon%2C+Peter+E%2E%22">Langdon, Peter E.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-7745-1825">0000-0002-7745-1825</externalLink>)
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: The aim of this study was to investigate the effect of a precision teaching (PT) framework on the mathematical ability of students with intellectual and developmental disabilities. We also examined if students of moderate mathematical ability could perform as well as their peers with fewer difficulties with their math skills. Sixteen students participated and were divided into three groups. One group engaged in PT, and the other two groups functioned as comparisons. The PT group practiced six skills introduced linearly. An A-B design was used for the five component skills, and a multiple baseline across participants design was used for the composite skill (addition). The intervention led to a significant improvement in all skills, including addition, and this was associated with a large effect size; student performance met or exceeded that of their peers. Overall, the findings suggest that PT is an efficient and effective approach for teaching students with IDDs.
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      – SubjectFull: Mathematics Skills
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      – SubjectFull: Intellectual Disability
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