Self-Monitoring of Pace to Improve Math Fluency of High School Students with Disabilities

Abstract

This study illustrates how a behavioral self-management intervention, which combined tactile and visual cued self-monitoring, self-graphing, and goal setting, improved the math fluency of five high school students with various disabilities during independent math practice. The intervention helped students monitor, adjust, and increase the pace at which they produced answers to simple addition and subtraction problems during daily 3-minute sessions. Using the self-management techniques, the students systematically increased the number and pace of correct responses, and concurrently, kept the number of error responses minimal and maintained or improved accuracy of responses. The paper includes recommendations for teaching students how to monitor their own academic performances rather than relying on teachers. Descriptors: Math fluency, pace, self-management, self-monitoring ABSTRACT C

A Meta-Analysis of Self-Determination using Single Subject-Design for Individuals with Disabilities

“…Five studies (19.2%) were in a self-contained room at various grade levels (e.g., [3]). And three (11.5%) occurred in resource room (e.g., [4]). The rest of 13 studies (50%) were in multiple locations (i.e., math class, hallways, private room etc.).…”

Self-Monitoring During Spelling Practice: Effects on Spelling Accuracy and On-Task Behavior of Three Students Diagnosed With Attention Deficit Hyperactivity Disorder

“…com/), which vibrates at set intervals to cue students to selfmonitor. Preliminary research results suggest that this might be an effective alternative to auditory cuing mechanisms (e.g., Amato-Zech, Hoff, & Doepke, 2006;Farrell & McDougall, 2008).…”

A Comparison of Group-Oriented Contingencies for Addition Fluency

“…Academic interventions have employed goal setting to enhance student academic skills accuracy and fluency (Morgan and Siderdis 2006;Willis 1974) and are the most useful when incorporated immediately (Codding et al 2009a, b). In addition, when goal are combined with performance feedback, such as graphs, students have more accurate and fluent responding (Eckert et al 2000;Fuchs et al 1989); this includes enhanced performance on math skills (Codding et al 2011;Farrell and McDougall 2008;Figarola et al 2008;Fuchs et al 1991). …”