A Comparison of Three Instructional Methods for Teaching Math Skills to Secondary Students with Emotional/Behavioral Disorders

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.

Name thesis:degree_name

Doctor of Philosophy

Level thesis:degree_level

Doctoral

Discipline thesis:degree_discipline

Curriculum and Instruction

Grantor

Texas State University-San Marcos

Year dc:date.issued

2007

Author dc:creator

• Billingsley, Glenna

Advisor dc:contributor.advisor

• Scheuermann, Brenda K.

Committee members dc:contributor.committeemember

• Price, Larry R.
• Reese, Marianne
• Webber, Jo A.

• mathematics
• teaching
• secondary education
• students with disabilities

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/10877/17161

OAI identifier oai:identifier

oai:digital.library.txst.edu:10877/17161