Online Delivery of a Manipulative-Based Intervention Package for Finding Equivalent Fractions

Mathematics education for students with and at-risk for a disability is important and high-quality, research-supported practices should be used for online teaching—whether intentional or as a result of a global pandemic. This single-case design multiple probe replicated across participants study exp...

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Bibliographic Details
Published in:Journal of behavioral education 2023-06, Vol.32 (2), p.313-333
Main Authors: Bouck, Emily C., Long, Holly
Format: Article
Language:English
Subjects:
Accuracy
At Risk Students
Behavioral Science and Psychology
Child and School Psychology
Direct Instruction
Disability
Disabled students
Educational Technology
Electronic Learning
Elementary School Students
Epidemics
Fractions
Instructional Effectiveness
Intervention
Learning and Instruction
Manipulative Materials
Mathematics
Mathematics Education
Online Courses
Original Paper
Pandemics
Problem Solving
Psychology
Sequences
Students
Students with Disabilities
Teaching
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Summary:Mathematics education for students with and at-risk for a disability is important and high-quality, research-supported practices should be used for online teaching—whether intentional or as a result of a global pandemic. This single-case design multiple probe replicated across participants study explored the online delivery of an intervention package consisting of the virtual-abstract instructional sequence—taught via modified explicit instruction—and the system of least prompts to three upper elementary students with a disability or at-risk in solving equivalent fractions. Researchers determined a functional relation existed between the intervention package and student accuracy. Researchers also found students were independent and able to maintain accuracy when instruction did not proceed either following the intervention or with the support of boost sessions. Implications for providing mathematical interventions to students with disabilities or at-risk online exist. Further, the study lends support to virtual manipulative-based instructional sequences, as the setting, population, and implementation of explicit instruction differed in this study as compared to previous research.
ISSN:1053-0819
1573-3513
DOI:10.1007/s10864-021-09449-y