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Full-Text Articles in Special Education and Teaching
How Early Mathematics Interventions Support Mathematics Vocabulary Learning: A Content Analysis, Gena Nelson, Hannah Carter
How Early Mathematics Interventions Support Mathematics Vocabulary Learning: A Content Analysis, Gena Nelson, Hannah Carter
Early and Special Education Faculty Publications and Presentations
While there is a strong research base that supports intervening early in mathematics, research investigating the importance of mathematics vocabulary is still emerging. Practitioners and researchers may benefit from understanding how mathematics interventions support mathematics vocabulary acquisition, particularly for students who struggle with learning mathematics. Thus, the purpose of this study was to conduct a mathematics vocabulary content analysis across seven kindergarten and first-grade mathematics interventions. Across the intervention lessons, we recorded suggested teacher and student actions related to mathematics vocabulary instruction. The results indicated the most common instructional strategies used to teach mathematics vocabulary include: providing students with the …
Current Knowledge And Future Directions: Proportional Reasoning Interventions For Students With Learning Disabilities And Mathematics Difficulties, Gena Nelson, Jessica H. Hunt, Kristi Martin, Blain Patterson, Andy Khounmeuang
Current Knowledge And Future Directions: Proportional Reasoning Interventions For Students With Learning Disabilities And Mathematics Difficulties, Gena Nelson, Jessica H. Hunt, Kristi Martin, Blain Patterson, Andy Khounmeuang
Early and Special Education Faculty Publications and Presentations
The purpose of this systematic review was to examine the effectiveness of proportional reasoning interventions for students with learning disabilities (LD) or mathematics difficulty (MD). We evaluated fifth to ninth grade interventions on proportional reasoning content, instructional features, and disability and difficulty identification. The nine studies met inclusion criteria yielded intervention effects ranging from g = −0.10 to 1.87 and from Tau-U = 0.88 to 1.00. Two of the nine studies were deemed high quality and very few studies included participants with LD. Although most studies identified the concepts addressed in the interventions, authors rarely provided in-depth descriptions of …
A Systematic Review Of Research Syntheses For Students With Mathematics Learning Disabilities And Difficulties, Gena Nelson, Angela Crawford, Jessica Hunt
A Systematic Review Of Research Syntheses For Students With Mathematics Learning Disabilities And Difficulties, Gena Nelson, Angela Crawford, Jessica Hunt
Early and Special Education Faculty Publications and Presentations
The purpose of this document is to provide readers with the coding protocol that authors used to code 36 research syntheses (including meta-analyses, evidence-based reviews, and quantitative systematic reviews) focused on mathematics interventions for students with learning disabilities (LD), mathematics learning disabilities (MLD), and mathematics difficulties (MD). The purpose of the systematic review of mathematics intervention syntheses was to identify patterns and gaps in content areas, instructional strategies, effect sizes, and definitions of LD, MLD, and MD. We searched the literature for research syntheses published between 2000 and 2020 and used rigorous inclusion criteria in our literature review process. We …
A Systematic Review Of Treatment Acceptability In Mathematics Instruction For Students With Learning Disabilities, Gena Nelson, Andrea Johnson, Mali Sawyer
A Systematic Review Of Treatment Acceptability In Mathematics Instruction For Students With Learning Disabilities, Gena Nelson, Andrea Johnson, Mali Sawyer
Early and Special Education Faculty Publications and Presentations
Treatment acceptability is an aspect of social validity that refers to participants’ beliefs and perceptions about the intervention, such as the helpfulness of the strategies or the interventions’ efficacy to improve performance. The purpose of this study was to conduct a systematic review of treatment acceptability measures administered during mathematics interventions for students with learning disabilities (LD). We sought to identify the characteristics of the measures and the treatment acceptability outcomes. To be included in this review, studies had to (a) focus on testing the effectiveness of a mathematics intervention, (b) include preschool through 12th grade students who were diagnosed …
Early Math Interventions In Informal Learning Settings Coding Protocol, Gena Nelson, Hannah Carter, Peter Boedeker
Early Math Interventions In Informal Learning Settings Coding Protocol, Gena Nelson, Hannah Carter, Peter Boedeker
Early and Special Education Faculty Publications and Presentations
The purpose of document is to provide readers with the coding protocol that authors used to code experimental and quasi-experimental early mathematics intervention studies conducted in informal learning environments. The studies were conducted in homes and in museums with caregivers as intervention agents and included children between the ages of 3,0 and 8,11 years. The coding protocol includes more than 200 variables related to basic study information, participant sample size and demographics, methodological information, intervention information, mathematics content information, the control/comparison condition, outcome measures, and results and effect sizes. The coding protocol was developed for the purpose of conducting a …
A Systematic Review Of The Quality Of Reporting In Mathematics Meta-Analyses For Students With Or At Risk Of Disabilities Coding Protocol, Gena Nelson
Early and Special Education Faculty Publications and Presentations
The purpose of this document is to provide readers with the coding protocol that authors used to code 22 meta-analyses focused on mathematics interventions for students with or at-risk of disabilities. The purpose of the systematic review was to evaluate reporting quality in meta-analyses focused on mathematics interventions for students with or at risk of disabilities. To identify meta-analyses for inclusion, we considered peer-reviewed literature published between 2000 and 2020; we searched five education-focused electronic databases, scanned the table of contents of six special education journals, reviewed the curriculum vitae of researchers who frequently publish meta-analyses in mathematics and special …
Proportional Reasoning Interventions In Special Education Synthesis Coding Protocol, Gena Nelson
Proportional Reasoning Interventions In Special Education Synthesis Coding Protocol, Gena Nelson
Early and Special Education Faculty Publications and Presentations
The purpose of document is to provide readers with the coding protocol that authors used to code nine group and single case design intervention studies focused on proportional reasoning interventions for students (grades 5-9) with learning disabilities (LD) or mathematics difficulty (MD). The studies yielded intervention effects ranging from g = −0.10 to 1.87 and from Tau-U = 0.88 to 1.00. We coded all of the studies for variables in the following categories: study information, intervention features, dependent measures, participant demographics, LD and MD criteria and definitions, instructional content, study results, and quality indicators for group and single case …
Alternative Service Delivery Models For Students With Learning Disabilities, Evelyn S. Johnson, Carrie Semmelroth
Alternative Service Delivery Models For Students With Learning Disabilities, Evelyn S. Johnson, Carrie Semmelroth
Early and Special Education Faculty Publications and Presentations
More than 40 years of intervention research describes effective interventions for increasing the academic performance of students with learning disabilities. However, the performance and outcomes for students with learning disabilities remain discouraging, especially in light of the increasing cost to provide special education services. Between 60 – 70 percent of students with learning disabilities are unable to meet grade level performance standards in the basic academic areas of reading, writing and mathematics. The disconnect between research and practice suggests a need for rethinking special education service delivery. This paper reports the results of a program evaluation of a not-for-profit center …