Direct instruction: What it is and what it is becoming

Kinder, Diane; Carnine, Douglas

doi:10.1007/bf00957004

Cited by 63 publications

(48 citation statements)

References 36 publications

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“…Although these methods vary somewhat in format and scope, they share certain features (Kinder & Carnine, 1991; see also Moran & Malott, 2004). First, each program uses positive reinforcement, and not aversive consequences, to produce desired student-learning outcomes.…”

Section: Behavioral Approaches To Educationmentioning

confidence: 99%

“…And finally, the presentation of course material moves from simple to complex, with complex concepts broken down into simpler subcomponents that students must master before moving on. Although extensive discussion of these teaching methods is beyond the scope of this article, suffice it to say that behavioral teaching methods have consistently outperformed more traditional teaching methods at all levels of education (for reviews, see Binder & Watkins, 1990;Buskist, Cush, & DeGrandpre, 1991;Jaehnig & Miller, 2007;Kinder & Carnine, 1991;Moran & Malott, 2004).…”

Section: Behavioral Approaches To Educationmentioning

confidence: 99%

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Interteaching: Bringing Behavioral Education Into the 21st Century

2011

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Section: Behavioral Approaches To Educationmentioning

confidence: 99%

Section: Behavioral Approaches To Educationmentioning

confidence: 99%

Interteaching: Bringing Behavioral Education Into the 21st Century

2011

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“…The most prevalent evidenced-based intervention for children with deficiencies in math is systematic and explicit *Address correspondence to this author at the Department of Special Education, Gonzaga University, Spokane, WA 99258-0025, USA; Tel: (509) 313-3508; Fax: (509) 313-5965; E-mails: mclaughlin@gonzaga.edu; tim.mclaughlin6@comcast.net instructions [10]. Direct Instruction (DI) employs guided instruction with a student.…”

Section: Introductionmentioning

confidence: 99%

“…Direct Instruction (DI) employs guided instruction with a student. Direct Instruction has a long and large evidence based on its efficacy in general and special education [10,11]. With DI interventions, the student learns to apply the strategies used by effective learners in order to master concepts [10].…”

Section: Introductionmentioning

confidence: 99%

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The Use of Direct Instruction Multiplication Flashcard and a Modified Math Racetrack Procedures on Mastery of Multiplication Facts for an At- Risk 6th Grade Girl

Rivera¹,

Heric²,

Williams³

et al. 2014

TOEDUJ

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Abstract:The purpose of this study was to evaluate the effects of the Direct Instruction (DI) flashcards procedure and the math racetrack to improve mastery of multiplication facts by a 6 th grade girl enrolled in a resource room classroom in a parochial school. The dependent variable was the number correct for multiplication facts. A second measure was the number of correct multiplication math facts from a pre-and posttest of 100 multiplication problems. The number of seconds required to complete the math racetrack was assessed. The effect of the DI flashcard procedure was evaluated in a single-subject multiple-baseline design between three sets of multiplication math facts. Our results indicated a clear functional relationship between the implementation of the DI multiplication flashcards and the mastery of multiplication facts with Sets 1 through 3. By the end of data collection, our participant had increased her performance on a 100-problem, 5-minute, multiplication test from the pretest of 34 facts to the posttest of 55 facts.. The procedures were cost effective and required little training to implement.

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Emerging model of communication and language intervention

Warren¹,

Yoder²

1997

Ment. Retard. Dev. Disabil. Res. Rev.

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Research on methods to enhance and remediate the communication and language development of children with mental retardation and developmental disabilities has been ongoing since the early 1960s. Scores of studies have been conducted over this time period, the vast majority aimed at testing various procedures or intervention “packages” with relatively small numbers of children for very limited periods of time. This “technology building” period is gradually receding and the framework of a developmental model of early communication and language intervention is emerging. This model supports the use of different intervention approaches at different points in a child's development. The purpose of this paper is to describe the basic framework of this emerging model, to provide an overview of the research findings that support it, and to identify high priority areas for further investigation. MRDD Research Reviews 1997;3:358–362. © 1997 Wiley‐Liss, Inc.

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Direct instruction: What it is and what it is becoming

Cited by 63 publications

References 36 publications

Interteaching: Bringing Behavioral Education Into the 21st Century

Interteaching: Bringing Behavioral Education Into the 21st Century

The Use of Direct Instruction Multiplication Flashcard and a Modified Math Racetrack Procedures on Mastery of Multiplication Facts for an At- Risk 6th Grade Girl

Emerging model of communication and language intervention

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