Jennifer Neyman

Effect of a Direct Instruction Flashcard System for Increasing the Performance of Basic Division Facts for a Middle School Student with ADD/OHI.

The purpose of this study was to evaluate the effects of a Direct Instruction (DI) flashcard system on the mastery, accuracy and fluency of basic division math facts (numbers 0-12) for a seventh grade boy, diagnosed with Attention Deficit Disorder (ADD). The effects of the DI flashcard system were examined in a multiple baseline design across problem sets. DI flashcards require the student to provide the correct solution quickly and if an error occurs, the student is required to engage in error correction using a model, lead, and test procedure. The overall outcomes indicated large increases in student accuracy. Maintenance of treatment gains was also found with several division facts with our participant. The present outcomes replicate the range of classroom settings and disability designations. For the most part, employing flashcard procedures were easy to implement and evaluate in a middle school resource classroom setting.

Effects of Employing the Text, SRA Decoding Strategies on the Word Recognition for a High School Student with Learning Disabilities.

An objective of this study was to evaluate the effects of employing the SRA Decoding Strategies text on word recognition for a ninth grade male with a learning disability. The student was enrolled in a high school special education resource room in a large urban school district in the Pacific North west in a direct instruction reading resource room. A multiple baseline design across three sets of sight words was used to test the effectiveness of the decoding program. The overall results indicated that the program worked well with the participant. The decoding strategies generalized to novel words for which he had not received any training. The efficacy of employing direct instruction procedures with high school students with learning disabilities was discussed in this paper.

The Effects of a Modified Direct Instruction Flashcard System on a 14 Year-Old-Student with Learning Behavioral Issues Enrolled in a Behavior Intervention Classroom

The purpose of this study was to evaluate the effects of a Direct Instruction (DI) flashcard system on the mastery of the multiplication facts by a 14-year-old boy with learning and behavioral issues. The participant attended a low-income high school located in a large urban area in the Pacific Northwest. A changing criterion design was employed to evaluate the efficacy of DI flashcards. When DI flashcards were employed, the performance increased and the participant met or was close to criterion for each criterion ceiling. The DI flashcard procedure was easy to implement and evaluate, and the current paper includes suggestions for additional research with DI flashcards at the high school level.