The use of a modified direct instruction flashcard system with two high school students with developmental disabilities
- Shannon Hayterc(Author),
- Elizabeth Scottb(Author),
- T. F. McLaughlinc(Author),
- ,
- bRiverside School District,
- cUnknown name
Research Output: Contribution to journal Article Peer-review
Abstract
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.