论文信息 - The Use of a Modified Direct Instruction Flashcard System with Two High School Students with Developmental Disabilities

The Use of a Modified Direct Instruction Flashcard System with Two High School Students with Developmental Disabilities

We employed a flashcard strategy to teach two high school students with mental retardation their math facts. The study was carried out in a typical self-contained classroom public school setting. We measured both correct responses and errors. The effects of employing flashcards were examined in a multiple baseline design across participants. Overall outcomes indicated that when flashcards were employed there was an increase in their correct rate and a decrease in errors. Applicability of employing flashcards was discussed.

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