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A Functional Writing Package and Middle School Special Education Students' Math Algorithms.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	A Functional Writing Package and Middle School Special Education Students' Math Algorithms./
作者:	Crosbie, Caroline M. L.
面頁冊數:	1 online resource (111 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: B.
Contained By:	Dissertation Abstracts International79-09B(E).
標題:	Behavioral psychology. -
電子資源:	click for full text (PQDT)
ISBN:	9780355838992

A Functional Writing Package and Middle School Special Education Students' Math Algorithms.
Crosbie, Caroline M. L.

A Functional Writing Package and Middle School Special Education Students' Math Algorithms. - 1 online resource (111 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: B.

Thesis (Ph.D.)--Columbia University, 2018.

Includes bibliographical references

In 2 experiments, I tested the effects of a writing/editing package for middle school students with disabilities who performed below grade level in math and reading. The participants were grouped into dyads based on math grade level, and each dyad consisted of an editor and writer. There were 8 participants in Experiment 1. The design was a multiple probe across 4 dyads design. The dependent variables were : 1) algorithm components including functional and rationale descriptions; 2) functional accuracy of a written math algorithm; 3) structural components of written responses including grammar, spelling, and punctuation; 4) social validity measure to determine whether the was a significant difference in the means of scores assigned by naive readers for pre- and post-intervention samples; 5) resistance to extinction measures for solving above grade level algebra problems as a measure of reinforcement value. During the pre-intervention assessments, each participant was given a word problem which corresponded to their math performance level. Participants solved the word problem, then wrote an explanation so a naive adult reader could complete the steps of the problem to produce the solution without seeing the problem. Participants also wrote responses explaining the rationale for the operations used in the word problem and the practical application for the word problem. Participants were then given untaught algebra equations to measure resistance to extinction. In Experiment 1, the independent variable was an editing and writing package for producing a written explanation for specific steps to solve a multi-step math problem. The participant as the writer produced a written math algorithm, and the participant as the editor provided questions to the writer so that a rewrite would help the editor solve the math problem correctly. Structural elements were not consequated, and rationale components were not directly taught. Criterion for the independent variable was achieved when the writer produced a written explanation with all four necessary functional components and required no additional rewrites. The results demonstrated a functional relationship for functional accuracy and functional components. A functional relationship was not shown for the rationale. In Experiment 2, the dependent variables remained the same. The independent variable was changed so that the experimenter only edited the first round of the writer's responses for structural elements, and the writer corrected for structural elements. The editor also had to write a word problem based off the writer's written algorithm. Results for Experiment 2 show a functional relation for functional accuracy, functional components, and rationale components.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355838992Subjects--Topical Terms:

1179418
Behavioral psychology.
Index Terms--Genre/Form:

554714
Electronic books.

A Functional Writing Package and Middle School Special Education Students' Math Algorithms.
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504 $a Includes bibliographical references
520 $a In 2 experiments, I tested the effects of a writing/editing package for middle school students with disabilities who performed below grade level in math and reading. The participants were grouped into dyads based on math grade level, and each dyad consisted of an editor and writer. There were 8 participants in Experiment 1. The design was a multiple probe across 4 dyads design. The dependent variables were : 1) algorithm components including functional and rationale descriptions; 2) functional accuracy of a written math algorithm; 3) structural components of written responses including grammar, spelling, and punctuation; 4) social validity measure to determine whether the was a significant difference in the means of scores assigned by naive readers for pre- and post-intervention samples; 5) resistance to extinction measures for solving above grade level algebra problems as a measure of reinforcement value. During the pre-intervention assessments, each participant was given a word problem which corresponded to their math performance level. Participants solved the word problem, then wrote an explanation so a naive adult reader could complete the steps of the problem to produce the solution without seeing the problem. Participants also wrote responses explaining the rationale for the operations used in the word problem and the practical application for the word problem. Participants were then given untaught algebra equations to measure resistance to extinction. In Experiment 1, the independent variable was an editing and writing package for producing a written explanation for specific steps to solve a multi-step math problem. The participant as the writer produced a written math algorithm, and the participant as the editor provided questions to the writer so that a rewrite would help the editor solve the math problem correctly. Structural elements were not consequated, and rationale components were not directly taught. Criterion for the independent variable was achieved when the writer produced a written explanation with all four necessary functional components and required no additional rewrites. The results demonstrated a functional relationship for functional accuracy and functional components. A functional relationship was not shown for the rationale. In Experiment 2, the dependent variables remained the same. The independent variable was changed so that the experimenter only edited the first round of the writer's responses for structural elements, and the writer corrected for structural elements. The editor also had to write a word problem based off the writer's written algorithm. Results for Experiment 2 show a functional relation for functional accuracy, functional components, and rationale components.
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