Maintenance effects of strategy instruction for algebra skills with students with challenging behavior

• Main Author: Roundhill, Marie Colleen
• Format: Others
• Language: English
• Published: 2012
• Subjects: Behavior disorders; Behavioral challenges; EBD; ED; Math interventions; Algebra; CRA; Academic interventions; Special education; Behavior
• Online Access: http://hdl.handle.net/2152/ETD-UT-2011-12-4591

This thesis consists of a single subject multiple baseline study of a math intervention for students with behavioral challenges. Students with behavioral challenges were given instruction using a concrete, representational, abstract (CRA) sequence in Algebra problems requiring transformations on both sides of the equation. This study examined maintenance of those skills. Results indicate that while accuracy decreased from the post-intervention to maintenance phases, scores remained well-above baseline levels indicating that the students retained understanding of the concepts taught. In a social validity survey, participants indicated that they liked the intervention, found it beneficial, and sometimes use it in their classes. === text