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The Effects of a Modified Direct Instruction Flashcard System on a 14 Year-Old-Student with Learning Behavioral Issues Enrolled in a Behavior Intervention Classroom

Authors:

Caitlin LeBrun ,

Gonzaga University, US
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Skylar Jones,

Gonzaga University, US
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Jennifer Neyman,

Gonzaga University, US
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Thomas F. McLaughlin,

Gonzaga University, US
About Thomas F.
Ph.D.
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Heidi Schuler

Spokane Public Schools, US
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Abstract

The purpose of this study was to evaluate the effects of a Direct Instruction (DI) flashcard system on the mastery of the multiplication facts by a 14-year-old boy with learning and behavioral issues. The participant attended a low-income high school located in a large urban area in the Pacific Northwest. A changing criterion design was employed to evaluate the efficacy of DI flashcards. When DI flashcards were employed, the performance increased and the participant met or was close to criterion for each criterion ceiling. The DI flashcard procedure was easy to implement and evaluate, and the current paper includes suggestions for additional research with DI flashcards at the high school level.

Faculty Sponsor: T. F. McLaughlin and Jennifer Neyman

How to Cite: LeBrun, C., Jones, S., Neyman, J., McLaughlin, T.F. and Schuler, H., 2014. The Effects of a Modified Direct Instruction Flashcard System on a 14 Year-Old-Student with Learning Behavioral Issues Enrolled in a Behavior Intervention Classroom. International Journal of Undergraduate Research and Creative Activities, 6(1), p.4. DOI: http://doi.org/10.7710/2168-0620.1033
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Published on 31 Oct 2014.
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