Individualized Instructional Delivery Options: Adapting Technology-Based Interventions for Students With Attention Difficulties

Abstract

Students who demonstrate mathematics difficulties (MDs) in the early grades are at risk of poor educational outcomes. Fortunately, strategic early mathematics intervention programs can improve academic outcomes for students with MDs, and instructional technology has demonstrated promise in delivering targeted and individualized mathematics instruction. However, it is unclear whether instructional technology is effective for all students, and there is a dearth of research on adaptations to technology-based interventions for students with difficulties attending to instruction. To this end, the current study investigated functional relations between the use of targeted instructional cueing and self-regulation support features in an iPad-based mathematics program and improved response accuracy for kindergarten students. Results presented here suggest a functional relation between the provision of instructional cueing and self-regulation support features and improved response accuracy for students who participated in an iPad-based mathematics intervention program. Implications for early mathematics instruction and technology-based intervention development are discussed.

Learning Gains From the KinderTEK® iPad Math Program: Does Timing of a Preventative Intervention Matter?

“…For example, our earliest KinderTEK prototype was subject to usability and feasibility testing before we conducted a small-scale randomized controlled trial (Strand Cary & Crowley, 2018). Since expanding the program, we have examined the effectiveness of specific supports and customization options (e.g., Shanley et al, 2019), the feasibility of the program for English learners in a summer school program (Strand Cary & Watkins, 2018), improvements in engagement and instructional time as a function of program improvements (Strand Cary & Kennedy, 2018), and supportiveness and effectiveness of varying PD approaches. We are currently conducting a federally funded KinderTEK efficacy study in two states.…”

Reimagining Education for Successful and Sustainable Digital Shifting

“…Shanley et al (2020) pointed out that any change in delivery has pros and cons. It resembles the market classifications of an early adopter and late accepter.…”

“…It resembles the market classifications of an early adopter and late accepter. The enthusiasts tout “access, empowerment, relationship building, and community,” and the naysayers claim, “weaknesses around access, content, quality of learning, accreditation, pedagogy, poor engagement of weaker learners, and exclusion of learners without specific networking skills” (Shanley et al, 2020, p. 214).…”

“…Shanley et al (2020) crystallized the history of technology in the delivery of education: Debates are not new; debates concern the relationship between knowledge sharing and suitability, and those new technologies have potential but depend on the social and political environment. A fault they found with Massive Open Online Courses (MOOC) for instance as online platforms is that they are impersonal; they cannot substitute for engagement with the teacher and other students.…”

“…Mobile design web applications allow the teacher to construct follow-up lessons and questions to reinforce the content. Shanley et al (2020) pointed out that any change in delivery has pros and cons. It resembles the market classifications of an early adopter and late accepter.…”