{"id":{"repo_id":"texas-state","oai_identifier":"oai:digital.library.txst.edu:10877/17161"},"canonical_url":"https://search.dev.ndltd.org/etd/texas-state/oai:digital.library.txst.edu:10877/17161","repository":{"repo_id":"texas-state","name":"Texas State University","base_url":"https://digital.library.txst.edu/server/oai/request"},"display":{"title":"A Comparison of Three Instructional Methods for Teaching Math Skills to Secondary Students with Emotional/Behavioral Disorders","abstract":"The purpose of this study was to determine the most effective instructional method for teaching mathematics to secondary students with emotional and behavioral disorders. A single-subject research design was utilized to compare three instructional methods: direct teach, computer-assisted instruction, and a combination of those methods. While the combined method was found to be more effective for some learners, it was found that other variables affected learning for these students as much as instructional methodology. Student preference for these methods was also investigated as was the instructional method associated with higher rates of appropriate behavior.","abstract_html":"The purpose of this study was to determine the most effective instructional method for teaching mathematics to secondary students with emotional and behavioral disorders. A single-subject research design was utilized to compare three instructional methods: direct teach, computer-assisted instruction, and a combination of those methods. While the combined method was found to be more effective for some learners, it was found that other variables affected learning for these students as much as instructional methodology. Student preference for these methods was also investigated as was the instructional method associated with higher rates of appropriate behavior.","abstract_has_math":false,"creators":["Billingsley, Glenna"],"institution":"Texas State University-San Marcos","degree_name":"Doctor of Philosophy","degree_level":"Doctoral","degree_discipline":"Curriculum and Instruction","degree_department":null,"school":null,"contributors":[],"advisors":["Scheuermann, Brenda K."],"committee_chairs":[],"committee_members":["Price, Larry R.","Reese, Marianne","Webber, Jo A."],"year":2007,"date_issued":"2007-08","date_published":"2007-08","updated_at":"2026-07-27T21:22:37Z","subjects":["mathematics","teaching","secondary education","students with disabilities"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10877/17161","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Scheuermann, Brenda K."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Price, Larry R.","Reese, Marianne","Webber, Jo A."]},{"key":"dc:creator","label":"Author","values":["Billingsley, Glenna"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2023-11-09T23:24:19Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2023-11-09T23:24:19Z"]},{"key":"dc:date.issued","label":"Date","values":["2007-08"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Texas State University-San Marcos"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["mathematics","teaching","secondary education","students with disabilities"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10877/17161"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to determine the most effective instructional method for teaching mathematics to secondary students with emotional and behavioral disorders. A single-subject research design was utilized to compare three instructional methods: direct teach, computer-assisted instruction, and a combination of those methods. While the combined method was found to be more effective for some learners, it was found that other variables affected learning for these students as much as instructional methodology. Student preference for these methods was also investigated as was the instructional method associated with higher rates of appropriate behavior."]},{"key":"dc:format","label":"Dc Format","values":["Text"]},{"key":"dc:format.medium","label":"Dc Format Medium","values":["1 file (.pdf)"]},{"key":"dc:title","label":"Title","values":["A Comparison of Three Instructional Methods for Teaching Math Skills to Secondary Students with Emotional/Behavioral Disorders"]}]}],"canonical_facts":{"dc:contributor.advisor":["Scheuermann, Brenda K."],"dc:contributor.committeemember":["Price, Larry R.","Reese, Marianne","Webber, Jo A."],"dc:creator":["Billingsley, Glenna"],"dc:date.accessioned":["2023-11-09T23:24:19Z"],"dc:date.available":["2023-11-09T23:24:19Z"],"dc:date.issued":["2007-08"],"dc:description.abstract":["The purpose of this study was to determine the most effective instructional method for teaching mathematics to secondary students with emotional and behavioral disorders. A single-subject research design was utilized to compare three instructional methods: direct teach, computer-assisted instruction, and a combination of those methods. While the combined method was found to be more effective for some learners, it was found that other variables affected learning for these students as much as instructional methodology. Student preference for these methods was also investigated as was the instructional method associated with higher rates of appropriate behavior."],"dc:format":["Text"],"dc:format.medium":["1 file (.pdf)"],"dc:identifier.uri":["https://hdl.handle.net/10877/17161"],"dc:language.iso":["en"],"dc:subject":["mathematics","teaching","secondary education","students with disabilities"],"dc:title":["A Comparison of Three Instructional Methods for Teaching Math Skills to Secondary Students with Emotional/Behavioral Disorders"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Curriculum and Instruction"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Doctor of Philosophy"],"thesis:institution_name":["Texas State University-San Marcos"]},"updated_at":"2026-07-27T21:22:37Z"}