Examining the Effectiveness of TouchMath With Students With Physical Disabilities

Avant, Mary Jane Thompson; Heller, Kathryn Wolff

doi:10.1177/0741932510362198

“…Also, in the light of the data as observed in the generalization session results, all the three students scored 100% success in the generalization of the skills. Findings on generalization reported in this research are in conformity with the findings of the previous research studies concerning teaching of mathematics skills with the Touch math technique (Avant and Heller, 2011;Badır, 2014;Çalık, 2008;Eliçin et al, 2013;Scott, 1993;Simon and Hanrahan, 2004;Yıkmış, 2016).…”

Section: Discussionsupporting

confidence: 92%

“…Based on the findings of the research, the teaching provided in line with the touch math technique based on a direct teaching approach is found to be effective in teaching the basic subtraction skills to the students with ASD. Findings on effectiveness reported in this research are in conformity with the findings of the previous research studies concerning teaching of mathematics skills with the touch math technique (Avant and Heller, 2011;Badır, 2014;Bedard, 2002;Berry, 2007;Cihak and Foust, 2008;Çalık, 2008;Dev, Doyle and Valente, 2002;Dulgarian, 2000;Eichel, 2007;Eliçin et al, 2013;Fletcher, Boon and Cihak, 2010;Green, 2009;Newman, 1994;Pupo, 1994;Rudolph, 2008;Scott, 1993;Simon and Hanrahan, 2004;Velasco, 2009;Waters ve Boon, 2011;Wisniewski and Skarbek, 2002;Yıkmış, 2016).…”

Section: Discussionsupporting

confidence: 91%

Otizm Spektrum Bozukluğu Olan Öğrencilere Temel Çıkarma İşlemi Öğretiminde Nokta Belirleme Tekniğinin Etkililiği

Terzioğlu

¹

,

Yıkmış

²

2017

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi

8

0

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Bu araştırmanın amacı otizm spektrum bozukluğu olan öğrencilere temel çıkarma işlemi öğretiminde doğrudan öğretim yöntemine göre sunulan nokta belirleme tekniğinin etkililiğini incelemektir. Bununla birlikte, araştırmada nokta belirleme tekniği ile yapılan öğretimin, öğretim bittikten sonraki izleme etkisi; farklı ortam ve kişilere genelleme etkisi ve nokta belirleme tekniği hakkında öğretmenlerin görüşlerini belirlemeye yönelik sosyal geçerliliği araştırmak amaçlanmıştır. Araştırmada tek denekli araştırma modellerinden yoklama evreli denekler arası çoklu yoklama modeli kullanılmıştır. Araştırmanın katılımcılarını, Bolu merkez ilçede bulunan ilkokullara devam eden otizm spektrum bozukluğu tanısı almış, yaşları 10 ile 11 arasında değişen üç erkek öğrenci oluşturmaktadır. Araştırmanın sonucunda; otizm spektrum bozukluğu olan öğrencilere temel çıkarma işleminin kazandırılmasında, doğrudan öğretim yöntemine göre sunulan nokta belirleme tekniğinin etkili olduğu görülmüştür. Bununla birlikte öğrencilerin kazandıkları çıkarma işleminin kalıcılığını öğretim bittikten 7, 14 ve 21 gün sonra da koruyabildikleri, öğrencilerin tamamının bu beceriyi farklı ortam ve kişilere genelleyebildikleri ve öğretmenlerin nokta belirleme tekniği hakkındaki görüşlerinin olumlu olduğu bulunmuştur. Anahtar sözcükler: Çıkarma işlemi öğretimi, matematik öğretimi, doğrudan öğretim yöntemi, nokta belirleme tekniği, otizm spektrum bozukluğu olan öğrenciler.

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“…Besides, overall IEP is a process which intends to facilitate more motivation and greater ability to achievement (Barnard-Brak & Lechtenberger, 2010). This notion is valid for elementary level courses such as mathematics (Avant & Heller, 2011) and physical education (Downing & Rebollo, 1999). Using technology in IEP is also affective to enhance motivation (Campbell and Mechling, 2008).…”

Section: Motivation and Iep Studentmentioning

confidence: 99%

How Affective Keeping Mainstreamed Referred Student’ Study Records With Individualized Memory Stick (Flash Memory) on Their Motivation

Uşaklı¹

2015

The International Journal of Human and Behavioral Science

0

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Problem Statement: This manuscript is about effectiveness of using flash memory that is individualized memory stick for referred as mainstreamed students' motivation. It is apparently known that there are referred as mainstreamed children who need individualized education program (IEP) one to ten ratio. This is really troublesome not only for teacher but also school counselor. Professionals think that two referred as mainstreamed students are normal number for any class contain twenty four students. But there are some cases when the referred as mainstreamed students increased five this is really unwanted sudation for all school bodies. Teachers really facing trouble when they have to devote their time to those two different groups. When the teacher answer the question of normal student the mainstreamed one losing his or her attention and start to broke up class climate. This situation is valid for counterpart. Lots of homework in other words many of collected papers that require teacher and counselor check can have problems. It is pity that this situation is both time consuming and waste of material that's why no one have enough time to look close to them. The lost, forgotten or unfinished materials (especially homeworks) starts home wars between parents and students. Individualized memory stick (I Stick) or Bireysel Bellek [(in Turkish)(B Bellek)] is a kind of record program that contains student personal appraisal is a rescue for families, classroom teachers, counselors, friends and students for enhancing motivation. Purpose of Study: The purpose of the study is to investigate effectiveness of I Stick for mainstreamed-referred fourth grades students on motivation. Methods: This study is conducted as experimental study. Quantitative data gathering research methods used in the study. Motivation in education scale in education applied to 668 fourth grade students. Experimental, control and placebo of three groups are constituted. Findings and Results: In the pre-test the average of motivation levels of experiment, control, and placebo groups are close to each other, respectively: 37.16, 37.31, and 37.27. The post-test shows that the average of motivation level experimental group increased, and control and placebo group did not changed. In the follow-up test in three weeks the results shows that the groups' motivation levels found to be similar to post-test results. Results show that there was significant difference between experiment, placebo and control groups. Using I Stick has positive effect on student motivation and this positive affect prolong three weeks interval. Conclusions and Recommendations: Using I Stick is highly influential on student motivation. All mainstreamed referred students are positively affected I Stick. I Stick is useful for collect, follow up, interpret and draw conclusion records about IEP students on their motivation. Students who have high motivation is also well come for the people around the IEP student. Future studies should conduct among different age, sex and domains such...

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“…This notion is valid for elementary level courses such as mathematics (Avant & Heller, 2011) and physical education (Downing & Rebollo, 1999). Using technology in IEP is also affective to enhance motivation (Campbell and Mechling, 2008).…”

Section: Motivation and Iep Studentmentioning

confidence: 99%

How Affective Keeping Mainstreamed Referred Student’ Study Records With Individualized Memory Stick (Flash Memory) On Their Motivation

Uşaklı¹

2015

IJHBs

0

View full text Add to dashboard Cite

Problem Statement: This manuscript is about effectiveness of using flash memory that is individualized memory stick for referred as mainstreamed students' motivation. It is apparently known that there are referred as mainstreamed children who need individualized education program (IEP) one to ten ratio. This is really troublesome not only for teacher but also school counselor. Professionals think that two referred as mainstreamed students are normal number for any class contain twenty four students. But there are some cases when the referred as mainstreamed students increased five this is really unwanted sudation for all school bodies. Teachers really facing trouble when they have to devote their time to those two different groups. When the teacher answer the question of normal student the mainstreamed one losing his or her attention and start to broke up class climate. This situation is valid for counterpart. Lots of homework in other words many of collected papers that require teacher and counselor check can have problems. It is pity that this situation is both time consuming and waste of material that's why no one have enough time to look close to them. The lost, forgotten or unfinished materials (especially homeworks) starts home wars between parents and students. Individualized memory stick (I Stick) or Bireysel Bellek [(in Turkish)(B Bellek)] is a kind of record program that contains student personal appraisal is a rescue for families, classroom teachers, counselors, friends and students for enhancing motivation. Purpose of Study: The purpose of the study is to investigate effectiveness of I Stick for mainstreamed-referred fourth grades students on motivation. Methods: This study is conducted as experimental study. Quantitative data gathering research methods used in the study. Motivation in education scale in education applied to 668 fourth grade students. Experimental, control and placebo of three groups are constituted. Findings and Results: In the pre-test the average of motivation levels of experiment, control, and placebo groups are close to each other, respectively: 37.16, 37.31, and 37.27. The post-test shows that the average of motivation level experimental group increased, and control and placebo group did not changed. In the follow-up test in three weeks the results shows that the groups' motivation levels found to be similar to post-test results. Results show that there was significant difference between experiment, placebo and control groups. Using I Stick has positive effect on student motivation and this positive affect prolong three weeks interval. Conclusions and Recommendations: Using I Stick is highly influential on student motivation. All mainstreamed referred students are positively affected I Stick. I Stick is useful for collect, follow up, interpret and draw conclusion records about IEP students on their motivation. Students who have high motivation is also well come for the people around the IEP student. Future studies should conduct among different age, sex and domains such...

show abstract

Examining the Effectiveness of TouchMath With Students With Physical Disabilities

Cited by 15 publications

References 29 publications

Otizm Spektrum Bozukluğu Olan Öğrencilere Temel Çıkarma İşlemi Öğretiminde Nokta Belirleme Tekniğinin Etkililiği

Otizm Spektrum Bozukluğu Olan Öğrencilere Temel Çıkarma İşlemi Öğretiminde Nokta Belirleme Tekniğinin Etkililiği

How Affective Keeping Mainstreamed Referred Student’ Study Records With Individualized Memory Stick (Flash Memory) on Their Motivation

How Affective Keeping Mainstreamed Referred Student’ Study Records With Individualized Memory Stick (Flash Memory) On Their Motivation

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