Psychology of Exceptional Individuals

Current Issue

By Issue

By Author

By Subject

Author Index

Keyword Index

About Journal

Aims and Scope

Publication Ethics

Indexing and Abstracting

Related Links

FAQ

Peer Review Process

Journal Metrics

News

Essential files

Guide to submit articles

Reviwers (2020)

Reviewers (2021)

(Reviewers (2022

Developing Direct Instruction program and evaluation of its effectiveness on math problem solving skills in students with Learning Disorder

Document Type : Research Paper

Authors

1 exceptional children, psychology and education,allameh tabatabaee, karaj,Iran

2 professor af allameh tabatabaee

3 Associate Professor

4 professor

Abstract

Objective: The aim of this study was Developing training programs based on Direct Instruction and evaluation of its effectiveness on solving math problem in students with Learning Disorders. Methods: To fulfill the stated goal five students who were studying in fifth grade in one of primary school in karaj, selected as subjects and the following instruments were administered on them: questionnaire of diagnosis for learning disability(sadeghi & alizadeh, 2016), test of mathematical problem solving which was developed and validated by researcher and personal records of participants. Data were collected by using a single subject research design during baseline and intervention phases. After collecting the data on baseline conditions, a DI program based on the content of the fourth grade math book in elementary school was designed and implemented on all five students and every student was instructed on problem solving based DI program between 7 to 13 sessions lasted for 45- 60 minuets. Results: Comparing students during baseline and intervention phases showed that Direct Instruction program was effective on improving mathematics problem solving skills in five students. All five students were reached the criterion level that was established in advance. Conclusion: It is concluded that DI is effective on improvement of mathematics problem solving skills and it can be used in related interventions.

Keywords

References
آناستازی، آ. (2001). روانآزمایی. ترجمه محمد نقی براهنی (1379). تهران: انتشارات دانشگاه تهران.
شریفی اردانی، ا (1389). تاثیر آموزش مستقیمبریادگیریمفاهیمریاضیکودکانبااختلالریاضی. پایان‌نامه کارشناسی ارشد. دانشگاه تهران.
عابدی، م. صادقی، ا. و ربیعی، م. (1386). انطباق، هنجاریابی و بررسی پایایی و روایی آزمون هوش وکسلر چهار در استان چهارمحال و بختیاری. سازمان آموزش و پرورش چهارمحال و بختیاری.
ﻏﺒﺎﺭﯼ­ﺑﻨﺎﺏ، ب. ﺷﮑﻮﻫﯽ­ﯾﮑﺘﺎ، م. ﯾﺎﺭﯾﺎﺭﯼ، ف. ﺷﺮﯾﻔﯽ ﺍﺭﺩﺍﻧﯽ، ﺍ. و پیرزادی، ح. (1393). تاثیر آموزش مستقیم بر یادگیری مفاهیم ریاضی در کودکان مبتلا به اختلال ریاضی. پژوهش­های کاربردی روانشناختی،10،41-58.
غباری­بناب، ب. و میراخورلی، ا. (1387). آموزشمفاهیمریاضیباروشمستقیم. تهران: نشر یسطرون.
کریمی، ب. (1389).اثربخشیسهشیوه­یآموزشمستقیم،آگاهیواج‌شناختیوترکیبیبر کاهشمشکلاتاملایدانش­آموزاندبستان. پایان‌نامه دکتری. دانشگاه علامه طباطبایی تهران.
کاپلان، هارولد و سادوک، ویرجینیا (2003). ترجمه نصرت اله پورافکاری (1385). خلاصه روان­پزشکی. ترجمه نصرت اله پور افکاری. تهران: انتشارات شهرآب.
ﮐﺎﻇﻤﯽ، س. (1384). فرایندهای حل مساله در آموزش ریاضیات. ﭘﮋﻭﻫﺶ ﺩﺭ برنامه‌ریزی ﺩﺭﺳﯽ، 60، 37-7.
نصرتی، ف. غباری­بناب، ب. وکیلی­نژاد، م. و کشاورز افشار، ح. (1395). اثربخشی آموزش مستقیم بر عملکرد ریاضی دانش آموزان با اختلال یادگیری خاص. مجله ناتوانی­های یادگیری، (4)5، 122-108.
Adams, G., & Carnine, D. (2003). Direct instruction. In H. L. Swanson, K. R. Harris, & S. Graham (Eds.), Handbook of learning disabilities (pp. 403–416). New York: Guilford Pres
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.
Andersson, U. (2010). Skill development in different components of arithmetic and basic cognitive functions: Findings from a 3-year longitudinal study of children with different types of learning difficulties. Journal of Educational Psychology, 102(1), 115-134.
Bursuck, W.D., & Damer, M. (2007). Reading instruction for students who are at risk or have disabilities. Boston, MA: Pearson/Allyn & Bacon.
Carnine, D., Silbert, J., Kame, E., & Traver, S. (2004). Direct instruction reading (4th Ed.). Upper Saddle River, NJ: Pearson.
Coyne, M.D., Kame’enui, E. J., & Carnine, D. W. (2007). Effective teaching strategies thataccommodate diverse learners (3rd ed.). Upper Saddle River, NJ: Pearson Education Inc
Doabler, C. T., & Fien, H. (2013). Explicit mathematics instruction: What teachers can do for teaching students with mathematics difficulties? Intervention in School and Clinic, 48, 276–285.
Elliot, A. J., McGregor, H. A., & Gable, S. (1999). Achievement goals, study strategies, and exam performance: a mediational analysis. Journal of Educational Psychology, 91, 549–563.
 Flores, M. M., and Ganz, J. B. (2007). Effectiveness of direct instruction for teaching statement inference, use of facts, and analogies to students with developmental disabilities and reading delays. Focus on Autism and OtherDevelopmental Disabilities, 22, 244–251.
 Francis, P., Figl, C., & Savage, C. (2009). Mastery learning in a large first year physics class. Paper presented at the UniServe Science Conference 2009, Sydney.
 Geary, D. C. (2004). Mathematics and learning disabilities. Journal of Learning disabilities, 37(1), 4-15.
 Gersten, R., Chard, D. J., Jayanthi, M. J., Baker, S. K., Morphy, P., & Flojo, J. (2009).Mathematics instruction for students with learning disabilities: A meta-analysis of instructional components. Review oƒ Educational Research, 79, 1201–1242.
Hallahan, D. P., & Kauffman, J. M. (2003).Exceptional learners Instruction to special education. New York: Allyn and Bacon
 Krawec, L. (2014). Problem Representation and Mathematical Problem Solving of Students of Varying Math Ability. Journal of Learning Disabilities, 47(2) 103 –115.
Mazz Cco, M. M. M., Thompson, R. E. (2005). Kindergarten predictors of math learning disability. Learning disabilities research & practice, 20(3), 172-145.
National center for Learning Disabilities. (2006). Dyscalculia: A Quick Look Center for Learning Disabilities, Inc.WWW.Idoline. org.mht.
National center for Learning Disabilities. (2014). Dyscalculia: A Quick Look Center for Learning Disabilities, Inc.WWW.Idoline. org.mht
Ruth, S; Shalev,R.S; & Gross – Tsur, V. (2001). Developmental dyscalculia. Pediatric Neurology, 24(5), 337-342.
Sadock, B. J., & Sadock, V. A. (2007).Synopsis of psychiatry: Behavioral sciences/ Clinical psychiatry (l0th ed.). New York: Lippincott Williams & Wilkins.
Shalev, R.S; Aurbach, J; Manor, O; & Gross- tsur. V. (2000). Developmental dyscalculia: Prevalence and prognosis. European Child and Adolescent Psychiatry, 9(1, 2). 58-64.
Stein, M., Carnine, D., & Dixon, R. (l998). Direct Instruction: Integrating curriculum design and effective teaching practice. Intervention in School and Clinic, 33(4), 227-335.
Stockard, J. (2010). Improving elementary-level mathematics Achievement in a large urban district: The effects of direct instruction. Journal Of Direct Instruction, 10(l),1-16
Strickland, T.K., Maccini, P. (2010). Strategies for teaching algebra to students with learning disabilities. Focus on Exceptional Children, 34, 1-15.
Susan G.M., Barbara B.L., & John K.B. (2005). Direct Instruction Revisited: A Key Model for Instructional Technology, 53, 4, pp. 41–55. ISSN 1042–1629.
Tarver, S. (2004).Direct instruction: A theoretically complex approach that produces.success, after success, after success. Direct Instruction News, 4(1), 1-3.
Watkins, C. L., Slocum, T. A. (2004). The components of direct instruction. In Marchand-Martella N. E., Slocum T. A., Martella R. C. (Eds.), Introduction to Direct Instruction (pp. 28–65). Boston, MA: Pearson.
Psychology of Exceptional Individuals
Volume 6, Issue 24
July 2017
Pages 1-29
Files
Share
How to cite
Statistics