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The Gradual and Differential Effects of Direct Instruction Flashcards with and without a DRH Contingency on Basic Multiplication Facts for Two Students with Severe Behaviors Disorders
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Pierce, Kevin D.; McLaughlin, T. F.; Neyman, J.; King, K. – Journal on Educational Psychology, 2012
The purpose the present research was to evaluate the efficacy of DI flashcards on the math performance of two students with behavior disorders. The number of correct digits per minute was assessed. The outcomes indicated the DI flashcards were somewhat effective in improving the number of math facts that each participant could correctly write.…
Descriptors: Instructional Materials, Mathematics Instruction, Multiplication, Direct Instruction