Jaime L. Benson, M.Ed. & Edward S. Shapiro, Ph.D. : Abstract

AN EXAMINATION OF THE PENNSYLVANIA 4SIGHT BENCHMARK ASSESSMENTS AS PREDICTORS OF PA SYSTEM OF SCHOOL ASSESSMENT PERFORMANCE

The current study examined the effects of goal setting on an intervention utilizing incremental rehearsal and performance feedback to teach multiplication facts to students with emotional and behavioral disorders using a multiple-baseline design across participants. Research indicates that drill models and performance feedback are effective for addressing mathematical difficulties. Further, the use of self-set goals is one way to enhance task performance. Results showed mild improvements in fluency for all three participants during performance feedback and incremental rehearsal, while two participants continued this growth during the goal-setting intervention. Two of the three participants demonstrated increases in their rate of improvement with the addition of the goal setting component to the intervention.

To learn more, please contact Tamara Palmer at tlp205@lehigh.edu or 610.758.3226.