Date Available
4-23-2016
Year of Publication
2016
Document Type
Master's Thesis
Degree Name
Master of Science in Education (MSEd)
College
Education
Department/School/Program
Early Childhood, Special Education, and Rehabilitation Counseling
Advisor
Dr. Melinda Ault
Abstract
The purpose of this study was to examine the effectiveness of using the system of least prompts and concrete representations to teach students with moderate and severe disabilities (MSD) to solve simple linear equations. A multiple-probe (days) across participants, single case research design was used to evaluate the effectiveness of task analytic instruction along with concrete representation on teaching students with MSD to solve algebraic equations. The results showed the system of least prompts and concrete representations were effective in teaching students with MSD to solve simple linear equations.
Digital Object Identifier (DOI)
http://dx.doi.org/10.13023/ETD.2016.085
Recommended Citation
Chapman, Suzannah M., "TEACHING AN ALGEBRAIC EQUATION TO HIGH SCHOOL STUDENTS WITH MODERATE TO SEVERE INTELLECTUAL DISABILITY" (2016). Theses and Dissertations--Early Childhood, Special Education, and Counselor Education. 25.
https://uknowledge.uky.edu/edsrc_etds/25
