Teaching Students with Intellectual Disability to Create a Slope-Intercept Equation

Authors

Andrew Wojcik Ph.D., King’s College, Department of Education
Alison R. King Ph.D., Longwood University, College of Education and Human Services

Abstract

Increasingly individuals with Intellectual Disability (ID) are showing the capability of learning abstract mathematical skills like algebra. The purpose of the study was to show a method for teaching high school-aged individuals with ID the algebra skill of creating an equation from a line using a time-delay strategy and equation template. We employed a non-concurrent multiple probe across participants design with four participants who showed an increase in performance after the intervention. All participants showed improvements with a percentage of a nonoverlapping data effect size of 86.84%. The study supplied more evidence that the use of time delay approaches can help individuals with ID make progress within the general education high school curriculum.

Recommended Citation

Wojcik, Andrew Ph.D. and King, Alison R. Ph.D. (2022) "Teaching Students with Intellectual Disability to Create a Slope-Intercept Equation," The Journal of Special Education Apprenticeship: Vol. 11: No. 2, Article 2.
DOI: https://doi.org/10.58729/2167-3454.1145
Available at: https://scholarworks.lib.csusb.edu/josea/vol11/iss2/2