The effect of a self-correction procedure with student identification of errors on the independent math seatwork behaviors of students with mild disabilities
Abstract (Summary)The purpose of this study was to investigate the effect of a self-correction procedure with student identification of errors on the independent math seatwork behaviors of students with mild disabilities. The participants were four sixth grade middle school students receiving special education mathematics instruction. When the original independent variable was found to be ineffective, a second intervention featuring student identification of error-types was implemented. The primary dependent variables were two indices of accuracy based on response movements. Secondary dependent variables included different indices of accuracy and rate. A multiple baseline design was utilized to evaluate experimental control. Results indicated clear and distinct positive changes in performance for the first participant, less clear and dramatic changes for the second and third participants; results were inconclusive for the fourth. A functional relationship between the second independent variable and the dependent measures was not demonstrated due to a lack of direct replication.
School:The University of Georgia
School Location:USA - Georgia
Source Type:Master's Thesis
Date of Publication: