This study investigated the effects of explicit, strategic intervention with iPad application practice on the multiplication fact performance and strategy use of elementary students with learning disabilities (LD) using a single-case, multiple-probe design across participants. Four fifth-grade students with LD received 15 1:1 intervention sessions in multiplication facts. Results indicated that all students made significant growth in multiplication fact performance across the study and maintained the intervention gains 2 weeks following the intervention. Overall, students increased their use of a doubling strategy taught during intervention and were able to retrieve facts automatically after intervention sessions. Social validity interview results indicated that participants had positive perspectives about the intervention. Implications for practice and suggestions for future research are discussed.
Ok, M. W., & Bryant, D. P. (2016). Effects of a strategic intervention with iPad practice on the multiplication fact performance of fifth-grade students with learning disabilities. Learning Disability Quarterly, 39(3), 146–158. doi:10.1177/0731948715598285
2016
Mathematics Instruction
Special Education/Learning Disabilities
Journal Article/Book Chapter
Researcher
Elementary
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