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Working Memory Sensitive Math Intervention in Students with Learning Disabilities -- A Single Case Study

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Title: Working Memory Sensitive Math Intervention in Students with Learning Disabilities -- A Single Case Study
Language: English
Authors: Sarah Schulze, Jan Kuhl
Source: Learning Disabilities: A Contemporary Journal. 2024 22(1):45-65.
Availability: Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/
Peer Reviewed: Y
Page Count: 21
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Early Childhood Education
Grade 3
Primary Education
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Descriptors: Students with Disabilities, Learning Disabilities, Short Term Memory, Mathematics Instruction, Mild Intellectual Disability, Moderate Intellectual Disability, Intervention, Program Effectiveness, Mathematics Skills, Difficulty Level, Cognitive Processes, Foreign Countries, Special Education, Elementary School Students, Grade 3, Grade 4, Grade 5
Geographic Terms: Germany
ISSN: 1937-6928
Abstract: This study examines the effects of a working memory (WM) sensitive math intervention in students with learning disabilities (LD). The intervention aims to improve early mathematical competencies while accounting for weak cognitive resources through a reduced instructional design. These principles are considered to be effective for learning. Ten students with mild to moderate intelligence impairment participated in our study. We applied an AB single-case intervention study across participants to evaluate the effects of the intervention. The students take part in at least 10 30-minute intervention sessions. Non-overlap indices, as well as regression analysis, support positive effects on students' mathematical competencies. Nevertheless, there are still students for whom the effects were unstable or failed to materialize. Besides the effectiveness of the WM-sensitive math intervention, the results support the assumption that the mathematical learning of students with LD is similar to that of students without LD but delayed.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1429347
Database: ERIC
FullText Links:
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  Availability: 0
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  Data: Working Memory Sensitive Math Intervention in Students with Learning Disabilities -- A Single Case Study
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  Data: <searchLink fieldCode="SO" term="%22Learning+Disabilities%3A+A+Contemporary+Journal%22"><i>Learning Disabilities: A Contemporary Journal</i></searchLink>. 2024 22(1):45-65.
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  Data: Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/
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  Data: This study examines the effects of a working memory (WM) sensitive math intervention in students with learning disabilities (LD). The intervention aims to improve early mathematical competencies while accounting for weak cognitive resources through a reduced instructional design. These principles are considered to be effective for learning. Ten students with mild to moderate intelligence impairment participated in our study. We applied an AB single-case intervention study across participants to evaluate the effects of the intervention. The students take part in at least 10 30-minute intervention sessions. Non-overlap indices, as well as regression analysis, support positive effects on students' mathematical competencies. Nevertheless, there are still students for whom the effects were unstable or failed to materialize. Besides the effectiveness of the WM-sensitive math intervention, the results support the assumption that the mathematical learning of students with LD is similar to that of students without LD but delayed.
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
        StartPage: 45
    Subjects:
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Learning Disabilities
        Type: general
      – SubjectFull: Short Term Memory
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Mild Intellectual Disability
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      – SubjectFull: Moderate Intellectual Disability
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      – SubjectFull: Intervention
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: Mathematics Skills
        Type: general
      – SubjectFull: Difficulty Level
        Type: general
      – SubjectFull: Cognitive Processes
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Grade 3
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      – SubjectFull: Grade 4
        Type: general
      – SubjectFull: Grade 5
        Type: general
      – SubjectFull: Germany
        Type: general
    Titles:
      – TitleFull: Working Memory Sensitive Math Intervention in Students with Learning Disabilities -- A Single Case Study
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              Y: 2024
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            – TitleFull: Learning Disabilities: A Contemporary Journal
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