Using standardized assessment to identify and teach prerequisite numeracy skills to learners with disabilities using video modeling

Abstract

Learners with disabilities enter school without the prerequisite numeracy and mathematics skills to perform at or near the level of their typically developing peers. Even simple addition problems require prerequisite skills that are often not taught directly in schools. Identifying and teaching those missing skills would reduce the learning gap and increase the lifelong independence of those learners. This study used a nonconcurrent single-subject multiple baseline design across five learners with a pretest/posttest analysis to examine the use of a normreferenced, standardized assessment to identify gaps in student learning, create teaching protocols using video modeling, and assess overall growth after intervention. Individualized interventions were delivered using video models on iPads. Results indicated all learners were able to use the video models to acquire the missing skills and improve overall mathematics understanding, as measured by scores on a posttest. This has classroom implications due to the relative ease of administration of the assessment and teaching protocol as well as the potential for improved outcomes for the learners.

Identification and Academic Assessment Models for Students with Specific Learning Difficulties in Inclusive Elementary Schools

“…Assessment of SLD includes a detailed clinical evaluation followed by standard psychometric assessments of child's cognitive abilities and academic skills (Shah et al, 2019;Dueker, 2022). Manning (2001) argues that in the effort to implement assessment, the identification of children with specific learning difficulties was carried out for five objectives, namely (1) screening, (2) referral, (3) classification, (4) planning, and (5) monitoring.…”

Literacy, numeracy, and problem-solving skills of adults with disabilities in STEM fields

“…The appropriate application of mathematical concepts is key to success in numeracy (Pagliaro, 2015). Recent studies and educator resources have looked at best practices in developing numeracy skills in learners who struggle academically with math (Aunio et al, 2021; Dueker and Day, 2020; Pagliaro, 2015; Schreiber-Barsch et al, 2020; Tabor et al, 2020).…”

Introduction: International use of single‐case research design in the schools

“…Thus, both from a cost‐effectiveness perspective and the need to examine the parameters of effectiveness for an intervention that may enjoy empirical support but not for the student they are serving, school psychologists will want to employ SCRD. School psychologists will find the article, “Using standardized assessment to identify and teach prerequisite numeracy skills to learners with disabilities using video modeling” by Dueker and Day (2022) an example of how they can cost‐effectively apply SCRD to determine if an existing intervention will prove useful in supporting student knowledge acquisition. Dueker and Day's data from the United States provide a foundational study that demonstrates video modeling can be used to effectively improve numeracy skills in students who have extensive support needs, an understudied population.…”