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THE EFFECTS OF A CONTEXTUALIZED INSTRUCTIONAL PACKAGE ON THE AREA AND PERIMETER PERFORMANCE OF SECONDARY STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISABILITIES

dc.contributor.advisorLeone, Peter Een_US
dc.contributor.advisorMaccini, Paulaen_US
dc.contributor.authorMulcahy, Candace Aen_US
dc.date.accessioned2007-09-28T14:59:27Z
dc.date.available2007-09-28T14:59:27Z
dc.date.issued2007-07-30en_US
dc.identifier.urihttp://hdl.handle.net/1903/7262
dc.description.abstractThe current study examined the effects of an instructional package on the mathematics performance of secondary students with emotional and behavioral disorders (EBD) when applied to grade-appropriate area and perimeter objectives. The instructional package included the following empirically-supported approaches: (a) contextualized instruction; (b) use of manipulatives; (c) use of a cue card; and (d) self-monitoring techniques for behavior and academic performance. The intervention also incorporated pre-requisite skills and was delivered through a set of scripted lessons that employed explicit instruction balanced with constructivist-based activities. The multiple-probe design was implemented across two participants, then replicated across two more participants (Tawney & Gast, 1984). The participants were four middle school students with EBD in a suburban Maryland public school. Results of the study demonstrated that participants were able to improve mathematics accuracy on area and perimeter objectives. Three participants were also, to a limited extent, able to maintain performance over time and transfer performance to more complex mathematics tasks. Two participants were able to transfer performance to tasks of similar context to those practiced in the intervention. The study suggests that, when provided explicit and sustained instruction on pre-requisite math objectives and grade-appropriate mathematics objectives, students with EBD may be successful with non-computational mathematics.en_US
dc.format.extent705757 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoen_US
dc.titleTHE EFFECTS OF A CONTEXTUALIZED INSTRUCTIONAL PACKAGE ON THE AREA AND PERIMETER PERFORMANCE OF SECONDARY STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISABILITIESen_US
dc.typeDissertationen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.contributor.departmentSpecial Educationen_US
dc.subject.pqcontrolledEducation, Specialen_US
dc.subject.pquncontrolledemotional and behavioral disabilitiesen_US
dc.subject.pquncontrolledmathematicsen_US
dc.subject.pquncontrolledsecondary educationen_US
dc.subject.pquncontrolledarea and perimeteren_US
dc.subject.pquncontrolledinstructional interventionen_US


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