Grade-Aligned Math Instruction for Secondary Students with Moderate Intellectual Disability

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Bree Ann Jimenez, Assistant Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: The purpose of this study was to examine the effects of grade-aligned math instruction on math skill acquisition of four middle schools with moderate intellectual disability. Teachers were trained to follow a task analysis to teach grade-aligned math to middle school students using adapted math problem stories and graphic organizers. The teacher implemented four math units representing four of the five National Council of Teachers of Mathematics recommended math standards (i.e., algebra, geometry, measurement, and data analysis/ probability; NCTM, 2002). A multiple probe across unit design was used to examine the effects of the math instruction on the number of steps completed on each math standard task analysis. Results indicated a functional relationship between math instruction and student behavior with an overall increase in independent correct responses. Implications for practice and future research are discussed. Limitations and suggestions for future research and practice are discussed.

Additional Information

Education and Training in Autism and Development Disabilities, 47(3), 373-388
Language: English
Date: 2012
Special education, Mathematics instruction, Intellectual disabilities

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