Amy S. Lingo

Shared Story Reading: Teaching Mathematics to Students with Moderate and Severe Disabilities.

fully to promote literacy skills for all students. However, the benefits of shared story reading are not exclusive to literacy instruction and should carry into other disciplines, such as mathematics. Using shared story reading to teach mathematics concepts can play an important role in mathematics instruction for all students. What steps should teachers follow when using children’s literature as a contextual springboard to meaningful mathematics lessons for students with moderate and severe disabilities?

Using Immediate Feedback to Increase Opportunities to Respond in a General Education Classroom

The purpose of the current study was to examine the effects of immediately prompting a general education teacher to increase her rate of Opportunities to Respond (OTR) through bug-in-ear technology on the academic engagement of a first-grade student with emotional and behavior disorders (EBD) and attention deficit hyperactivity disorder (ADHD). In addition, the study investigated if raising the rate of OTR would increase the teacher’s positive feedback while decreasing negative feedback. Using an ABA single-subject design, results indicated that student academic engagement increased as the intervention was introduced and continued to stay at elevated levels during a maintenance phase. Results on teacher feedback were mixed, with both positive and negative feedback increasing when OTR was increased. Implications for using immediate feedback to increase OTR for rural educators are discussed.

Effects of Shared Story Reading in Mathematics for Students with Academic Difficulty and Challenging Behaviors.

The primary focus of this study was to examine the effects of Shared Story Reading (SSR) during mathematics instruction on the behavioral outcomes of four elementary students with academic difficulty and challenging behaviors. In addition, the study examined the effect of implementing SSR during mathematics instruction on the teacher’s use of opportunities to respond (OTR). A multiple baseline design across participants was implemented to examine the effects of this curricular approach on increasing the teacher’s OTR, increasing student engagement, and reducing disruptive behavior. Results indicated there was an increase in OTR during the SSR lessons and suggest implementing SSR during mathematics instruction was effective for increasing engagement for students with academic difficulty and challenging behaviors. Results were not definitive regarding the effects of SSR decreasing disruptive behavior.

Effects of a Mathematics Fluency Program on Mathematics Performance of Students with Challenging Behaviors.

In the present study, we examined the effects of a fluency-building mathematics program called Great Leaps Math on fluency of basic addition mathematics facts zero to nine and word problem solving using a multiple probe design across participants. Three elementary students with challenging behaviors and mathematics difficulty participated in the study. Results showed that all three students increased their oral fluency of basic mathematics facts and word problem solving skills, with one student increasing written fluency and written generalization fluency (e.g., problems displayed vertically and horizontally).