The Effects of a Multicomponent Motivational Intervention on Math Performance of Elementary School Students with Learning Disabilities

Autor/inn/en	Grünke, Matthias; Karnes, Jennifer; Hisgen, Susanne
Titel	The Effects of a Multicomponent Motivational Intervention on Math Performance of Elementary School Students with Learning Disabilities
Quelle	In: Insights into Learning Disabilities, 16 (2019) 1, S.23-35 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-1212
Schlagwörter	Intervention; Mathematics Achievement; Elementary School Students; Learning Disabilities; Grade 3; Foreign Countries; Positive Reinforcement; Feedback (Response); Goal Orientation; Student Motivation; Scores; Mathematics Instruction; Elementary School Mathematics; Problem Solving; Germany + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Learning handicap; Lernbehinderung; School year 03; 3. Schuljahr; Schuljahr 03; Ausland; Zielorientierung; Zielvorstellung; Schulische Motivation; Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Problemlösen; Deutschland
Abstract	The purpose of this single case study was to evaluate the effects of a multicomponent motivational intervention that consisted of explicit timing, immediate feedback through self- scoring, goal setting, and positive reinforcement on the arithmetical skills of three third graders with learning disabilities. An ABA reversal multiple-baseline across-participants design was applied to establish a functional relationship between the intervention and the expected outcome. Immediately after the motivational system was implemented, the participants solved a higher number of tasks. The effect ended abruptly once the treatment was terminated. Results show that even for struggling students with learning disabilities, motivation to solve math tasks can be notably increased with relatively little effort. The paper ends with a discussion of current literature and the experiment's limitations, as well as the practical use of the findings. (As Provided).
Anmerkungen	Learning Disabilities Worldwide, Inc. 14 Nason Street, Maynard, MA 01754. Tel: 978-897-5399; Fax: 978-897-5355; e-mail: info@ldworldwide.org; Web site: http://www.ldworldwide.org/educators/ild-educators
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01