Date of Award

6-1993

Degree Name

Specialist in Education

Department

Psychology

First Advisor

Dr. Howard Farris

Second Advisor

Dr. Alan Poling

Third Advisor

Dr. Galen Alessi

Access Setting

Masters Thesis-Open Access

Abstract

The effectiveness of supplemental instruction using a scripted direct instruction program, Connecting Math Concepts (Englemann & Carnine, 1992), with four lower elementary deaf students was compared to the effectiveness of supplemental instruction in their traditional math curriculum, Mathematics Today (Abbott, 1985). A two-phase multiple baseline design across students was used. During the first phase, the students' achievement on curricula-based math probes was assessed while using the Mathematics Today as a supplement. During the second phase, the students' achievement was assessed while using Connecting Math Concepts as a supplement. The teacher presentation scripts in this program were translated into American Sign Language. The results were mixed; some students scored higher with instruction in Mathematics Today and others scored higher with instruction in Connecting Math Concepts. The mixed results indicate a need for an in-depth analysis of the Connecting Math Concepts scripts and translation to American Sign Language before they can be optimally effective for deaf students.

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