Initiating and fading self-management interventions to increase math fluency in general education classes.: An article from: Exceptional Children

This digital document is an article from Exceptional Children, published by Council for Exceptional Children on January 1, 1998. The length of the article is 6796 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.

From the author: This study investigated the effects of multiple-component behavioral self-management (BSM) interventions on math fluency and engaged time of five 4th-grade students with and without disabilities in general education classrooms. A multiple-baseline across subjects design demonstrated that the students (a) increased their math fluency and engaged time after being trained to use self-management components, (b) further improved their math fluency and engaged time when components of the self-management interventions were faded, (c) matched or exceeded normative levels of math fluency of 4th-grade peers, (d) generalized improvements in math fluency when they answered math word problems, and (e) self-monitored accurately and punctually when they computed answers to calculation problems during daily warm-up sessions.

Citation Details
Title: Initiating and fading self-management interventions to increase math fluency in general education classes.
Author: Dennis McDougall
Publication:Exceptional Children (Refereed)
Date: January 1, 1998
Publisher: Council for Exceptional Children
Volume: v64 Issue: n2 Page: p151(16)

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