Date of Award
12-1981
Degree Name
Specialist in Education
Department
Psychology
First Advisor
Dr. Galen J. Alessi
Second Advisor
Dr. Paul Mountjoy
Third Advisor
Dr. Howard Farris
Access Setting
Masters Thesis-Open Access
Abstract
The feasibility of using the Hutchings' "Low-Stress" algorithm for the development of addition skills in trainable mentally impaired pupils was investigated in this exploratory diagnostic study. The four subjects were identified as trainable mentally impaired pupils (IQ 44-63), three females and one male, between eighteen and twenty years of age. Results indicate increased power with counting and numeral recognition. Results from "Low-Stress" training phases indicate an increasing trend in binary accuracy and rate. Diagnosis of error patterns resulted in adjustments in teaching strategies. Results support the feasibility of "Low-Stress" algorithm for addition skill development in trainable mentally impaired pupils with counting and number recognition preskills. Training for all phases of the algorithm were not completed due to lack of time. It is suggested that future research investigate use of the Hutchings' "Low-Stress" algorithm with pupils having all the preskills .
Recommended Citation
McKay, JoAnn Bankston, "A Diagnostic-Teaching Investigation of the Feasibility of Using the Hutchings' “Low-Stress" Algorithm for Addition Skill Development in Trainable Mentally Impaired Pupils" (1981). Masters Theses. 1827.
https://scholarworks.wmich.edu/masters_theses/1827