Modifying a Research-Based Problem-Solving Intervention to Improve the Problem-Solving Performance of Fifth and Sixth Graders With and Without Learning Disabilities.

Modifying a Research-Based Problem-Solving Intervention to Improve the Problem-Solving Performance of Fifth and Sixth Graders With and Without Learning Disabilities. J Learn Disabil. 2016 May 10; Authors: Krawec J, Huang J Abstract The purpose of the present study was to test the efficacy of a modified cognitive strategy instructional intervention originally developed to improve the mathematical problem solving of middle and high school students with learning disabilities (LD). Fifth and sixth grade general education mathematics teachers and their students of varying ability (i.e., average-achieving [AA] students, low-achieving [LA] students, and students with LD) participated in the research study. Several features of the intervention were modified, including (a) explicitness of instruction, (b) emphasis on meta-cognition, (c) focus on problem-solving prerequisites, (d) extended duration of initial intervention, and (e) addition of visual supports. General education math teachers taught all instructional sessions to their inclusive classrooms. Curriculum-based measures (CBMs) of math problem solving were administered five times over the course of the year. A multilevel model (repeated measures nested within students and students nested within schools) was used to analyze student progress on CBMs. Though CBM scores in the intervention group were initially lower than that of the comparison group, intervention students improved signifi...
Source: Journal of Learning Disabilities - Category: Disability Authors: Tags: J Learn Disabil Source Type: research