SRSD Fractions: Helping Students at Risk for Disabilities Add/Subtract Fractions With Unlike Denominators.

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Abstract
Many students fall below benchmarks in the area of fractions computation, particularly students with disabilities. Self-regulated strategy development (SRSD) is one strategy with proven effectiveness for improving outcomes for students with disabilities, although very few studies have applied SRSD to the area of mathematics. In this study, we used SRSD Fractions to teach adding and subtracting fractions with unlike denominators, simplifying fractions, and converting fractions to mixed numbers using the mnemonics FILMS, CUT, and EDIT. A researcher provided instruction in small groups to fifth-grade students at risk for disabilities. The results from use of a multiple-baseline-across-groups design suggest a functional relationship between SRSD Fractions and 8 fifth-grade students' digits correct on timed fraction probes. Results from treatment fidelity, social validity, and academic engagement during the intervention are also reported. We also discuss limitations and directions for future researchers.
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ennissrsdjournal Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Ennis, Robin Parks;Losinski, Mickey;
Journal Journal of Learning Disabilities
Year Year not found
DOI
10.1177/0022219419859509
URL
Keywords
srsd at risk emotional and behavioral disorders fractions learning disabilities self-regulated strategy development

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