Use and Effects of an Instructional Strategy for High School Mathematics Students with Mental Retardation
Date of Graduation
Master of Science in Education in Special Education
Counseling, Leadership, and Special Education
High school math students diagnosed with mental retardation are taught, using forward behavior chaining, the use of an instructional strategy for finding solutions to situated math word problems. This study uses task-analysis, to examine the viability of a teacher/student collaborative processes that incorporate process flowcharting, as a way to find solutions to functional word problems where the central theme is grocery shopping. Forward behavior chaining is then used to introduce and then instruct students in how to find the best solution to situational comprehension math problems. A changing criterion research design using permanent products scoring is used to establish a minimum three data points greater than or equal to 90 percent to demonstrate that mastery is achieved. This design method was selected as a way to best demonstrate a functional relationship between the instructional strategy and student behavior. A collaborative process between the teacher and students was used to lessen task confusion. Subsequently, the process increased on-task behavior, attendance, and reduced absenteeism. Future research recommendations complete the study.
task analysis, flowchart, word problems, PiGO┬⌐, special education
Special Education and Teaching
© Jacob H. Schnur
Schnur, Jacob H., "Use and Effects of an Instructional Strategy for High School Mathematics Students with Mental Retardation" (2008). MSU Graduate Theses. 1548.