Performance of Fourth-Grade Students with Learning Disabilities on Multiplication Facts Comparing Teacher-Mediated and Technology-Mediated Interventions: A Preliminary Investigation

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• 作者：Brian R. Bryant ; Minwook Ok ; Eun Young Kang&#8230
• 关键词：Mathematics ; Leaning disabilities ; Technology ; iPad ; Intervention
• 刊名：Journal of Behavioral Education
• 出版年：2015
• 出版时间：June 2015
• 年：2015
• 卷：24
• 期：2
• 页码：255-272
• 全文大小：978 KB
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• 作者单位：Brian R. Bryant (1)
  Minwook Ok (1)
  Eun Young Kang (1)
  Min Kyung Kim (1)
  Russell Lang (2)
  Diane Pedrotty Bryant (1)
  Kathleen Pfannestiel (1)
  
  1. The University of Texas at Austin, Austin, TX, USA
  2. Texas State University, San Marcos, TX, USA
  
• 刊物类别：Behavioral Science
• 刊物主题：Psychology
  Child and School Psychology
  
• 出版者：Springer Netherlands
• ISSN：1573-3513

文摘

Instructional applications (apps) are educational software programs that can be accessed via mobile technologies (e.g., iPad, smartphone) and used to help students acquire various academic skills, including mathematics. Although research suggests that app-based instruction (AI) can be effective, there is a paucity of research comparing AI, to teacher-directed instruction (TDI) or to a combination of instructional approaches (CI) involving both AI and TDI in tandem. In an alternating treatments design, we compared AI, TDI, and CI conditions during instruction targeting multiplication facts with six students with learning disabilities. Results were inconsistent across students, and no condition emerged as consistently better than the others. Students completed social validity rating scales, and all approaches were favored by at least one student. Our results support findings from previous research involving similar comparisons between these instructional formats in which no (or minimal) differences across conditions were detected. We conclude that there may not be a meaningful difference between the outcomes achieved using AI, TDI, or CI for many students. Results are discussed in terms of directions for the future research.