The influence of a modeling technique on the acquisition of long division by eight students with learning disabilities was studied. The instructional intervention, which included demonstration, imitation, and key guide words, was found to be effective. Initial assessment scores of division problems were 0%. With the application of the intervention, students mastered (2 out of 3 days at 100) each long division skill in minimal time (ranging from 2 to 9 days).
Get full access to this article
View all access options for this article.
References
1.
Blankenship, C. (1978). Remediating systematic inversion errors in subtraction through the use of demonstration and feedback. Learning Disability Quarterly, 1, 12–22.
2.
Blankenship, C., & Lovitt, T.C (1974). The non-effects of three different types of feedback in three different arithmetic situations. Unpublished manuscript, University of Washington, Seattle.
3.
Bley, N.S., & Thornton, C.A. (1981). Teaching mathematics to the learning disabled. Rockville, MD: Aspen Systems.
4.
Carnine, D.W., & Stein, M. (1981). Organizational strategies and practice procedures for teaching basic facts. Journal for Research in Mathematics Education, 12, 65–69.
5.
Cawley, J. (1984). Developmental teaching of mathematics for the learning disabled. Rockville, MD: Aspen Systems.
6.
Cawley, J., Fitzmaurice, A., Shaw, R., Kahn, H., & Bates, H. (1978). Mathematics and learning disabled youth: The upper grade levels. Learning Disability Quarterly, 2, 29–44.
7.
Cox, L.S. (1975). Systematic errors in the four vertical algorithms in normal and handicapped populations. Journal for Research in Mathematics Education, 6, 202–220.
8.
Hammill, D.D., & Bartel, N. (1986). Teaching students with learning and behavior problems. Boston: Allyn & Bacon.
9.
Jastak, J.F., & Jastak, S.R. (1978). The wide range achievement test (WRAT). Los Angeles: Western Psychological Services.
10.
Kauffman, J.M. (1981). Characteristics of children's behavior disorders (2nd ed.). Columbus, OH: Charles E. Merrill..
11.
Keogh, B.K., & Glover, A.T. (1980). The generality and durability of cognitive training effects. Exceptional Education Quarterly, 1, 75–82.
12.
Kirby, F.D., & Shields, F. (1972). Modification of arithmetic response rate and attending behavior in a seventh-grade student. Journal of Applied Behavior Analysis, 5, 79–84.
13.
Lloyd, J. (1980). Academic instruction and cognitive behavior modification: The need for attack strategy training. Exceptional Education Quarterly, 1, 53–63.
14.
Lloyd, J.W., & deBettencourt, L.J.U. (1982). Academic strategy training: A manual for teachers. Unpublished manuscript, University of Virginia, Learning Disabilities Research Institute, Charlottesville.
15.
McLeod, T.M., & Armstrong, S.W. (1982). Learning disabilities in mathematics: Skill deficits and remedial approaches at the intermediate and secondary level. Learning Disability Quarterly, 5, 305–311.
16.
Mercer, C.D. (1983). Students with learning disabilities (2nd ed.). Columbus, OH: Charles E. Merrill.
17.
Rivera, D.M., & Smith, D.D. (1987). The influence of modeling on acquisition and generalization of computational skills: A summary of findings from three sites. Learning Disability Quarterly, 10, 69–80.
18.
Rivera, D.M., Smith, D.D., & Folkner, S. (1984). The effects of clustering task-analyzed subskills on arithmetic generalization. (Research report). Albuquerque: University of New Mexico. Department of Special Education.
19.
Smith, D.D. (1973). The influence of instructions, feedback, and reinforcement contingencies on children's abilities to acquire and become proficient at computational arithmetic skills. Doctoral dissertation, University of Washington, Seattle.
20.
Smith, D.D., & Lovitt, T.C. (1975). The use of modeling techniques to influence the acquisition of computational arithmetic skills in learning disabled children. In E. Ramp & G. Semb (Eds.). Behavior analysis: Areas of research and application, (pp. 283–308). Englewood Cliffs, NJ: Prentice-Hall.
21.
Smith, D.D., & Lovitt, T.C. (1976). Differential effects of reinforcement contingencies on arithmetic performance. Journal of Learning Disabilities, 9(1), 32–40.
22.
Smith, D.D., & Lovitt, T.C. (1982). The computational arithmetic program (CAP). Austin, TX: PRO-ED.
23.
Troutman, A.P., & Lichtenberg, B.K. (1982). Mathematics: A good beginning strategy for teaching children. Monterey, CA: Brooks/Cole.
24.
Wechsler, D. (1974). Wechsler intelligence scale for children—Revised (WISC-R). New York: Psychological Corp.
