Stacey Emmert, Suneeta Kercood, Janice A. Grskovic
JAASEP 4(1) (2009) 5-16
Abstract
Using a single-subject alternating treatments reversal design, the effects of three conditions, tactile stimulation, auditory stimulation, and choice of the two, were compared on the math story problem solving of elementary students with attention problems. Students attempted and solved slightly more problems and engaged in fewer off-task behaviors in the stimulation conditions than in baseline. Effects were very modest. Students chose stimulation conditions that were related to their behavior more than their accuracy.
Keywords:Instructional Effectiveness, Auditory Stimuli, Stimuli, Tactual Perception, Parent Attitudes, Video Technology, Mathematics Instruction, Elementary School Students, Teacher Attitudes, Comparative Analysis, Observation, Problem Solving, Rating Scales, Attention Deficit Hyperactivity Disorder, Grade 5, Manipulative Materials, Time on Task, Word Problems (Mathematics), Grade 4, Elementary School Mathematics, Worksheets
DOI: https://doi.org/10.64546/jaasep.65
