TY - JOUR
T1 - Explicit instruction with or without high-p sequences
T2 - Which is more effective to teach multiplication facts?
AU - Lee, David L.
AU - Stansbery, Sam
AU - Kubina, Richard
AU - Wannarka, Rachel
PY - 2005/12/1
Y1 - 2005/12/1
N2 - Basic fact acquisition is an important component for developing higher-order math skills. However, getting students with a history of academic noncompliance to engage in activities related to skills acquisition can be difficult. Prior research demonstrates that engagement increases when nonpreferred activities are preceded by a series of brief activities with a high probability of completion. This technique, called high-p task/request sequences, was not fully explored within the context of skill acquisition. The purpose of this study was to examine the effects of adding high-p sequences to explicit instruction on the math fact acquisition of three elementary-age students in a learning support classroom. Results showed no differences in fact acquisition between explicit instruction and explicit instruction with an added high-p component. However, the high-p sessions took nearly twice as long to complete when compared to explicit instruction alone. Implications for instructional efficiency and limitations of the high-p procedures for acquisition tasks are discussed.
AB - Basic fact acquisition is an important component for developing higher-order math skills. However, getting students with a history of academic noncompliance to engage in activities related to skills acquisition can be difficult. Prior research demonstrates that engagement increases when nonpreferred activities are preceded by a series of brief activities with a high probability of completion. This technique, called high-p task/request sequences, was not fully explored within the context of skill acquisition. The purpose of this study was to examine the effects of adding high-p sequences to explicit instruction on the math fact acquisition of three elementary-age students in a learning support classroom. Results showed no differences in fact acquisition between explicit instruction and explicit instruction with an added high-p component. However, the high-p sessions took nearly twice as long to complete when compared to explicit instruction alone. Implications for instructional efficiency and limitations of the high-p procedures for acquisition tasks are discussed.
UR - http://www.scopus.com/inward/record.url?scp=29044436671&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=29044436671&partnerID=8YFLogxK
U2 - 10.1007/s10864-005-8650-x
DO - 10.1007/s10864-005-8650-x
M3 - Review article
AN - SCOPUS:29044436671
SN - 1053-0819
VL - 14
SP - 267
EP - 281
JO - Journal of Behavioral Education
JF - Journal of Behavioral Education
IS - 4
ER -