The Effects of Direct Instruction Flashcards and Rewards with Math Facts at School and in the Home: Acquisition and Maintenance

Authors

Zennetta Mann, Gonzaga University
T.F. McLaughlin, Gonzaga University
Randy Lee Williams, Gonzaga University
K. Mark Derby, Gonzaga University
Mary Everson, Spokane Public Schools

Abstract

The purpose of the present study was to evaluate the effects of Direct Instruction (DI) flashcard procedure, combined with strategies and rewards on multiplication fact accuracy of two elementary school-age students. A single subject replication design across three and four sets of multiplication facts was used to evaluate outcomes. The results indicated improvement in math performance for each participant. Follow-up data indicated maintenance of treatment effects over time. Finally, pre and posttest outcomes found generalization to correct writing of math facts for each participant. The benefits of employing DI flashcards in a resource room or home were discussed.

Recommended Citation

Mann, Zennetta; McLaughlin, T.F.; Williams, Randy Lee; Derby, K. Mark; and Everson, Mary (2012) "The Effects of Direct Instruction Flashcards and Rewards with Math Facts at School and in the Home: Acquisition and Maintenance," The Journal of Special Education Apprenticeship: Vol. 1: No. 2, Article 8.
DOI: https://doi.org/10.58729/2167-3454.1013
Available at: https://scholarworks.lib.csusb.edu/josea/vol1/iss2/8