Wood, D. K., Frank, A. R., & Wacker, D. P. (1998).
Teaching multiplication facts to students with learning disabilities.
Journal of Applied Behavior Analysis,
31, 323-338.
Multiple baseline designs were used to examine the effects of an
instructional package on accuracy of performance in solving
multiplication facts by 3 students with learning disabilities.
The instructional package included the following components: (a)
a modified instructional sequence in which multiplication facts
were grouped into the zeros, ones, doubles, fives, and nines
categories, and those remaining; (b) identification of the
category in which each fact belonged; (c) mnemonic strategies
associated with solving facts in each category; and (d) steps to
be completed for solving facts in each category. Results
indicated that the instructional package produced substantial and
immediate effects. After receiving instruction, a participant's
accuracy was often 100%, and this was maintained throughout the
evaluation even as other strategies were introduced. Comparable
results occurred across students, demonstrating replication of
the effects of the instructional package.
DESCRIPTORS: instructional strategies, mnemonic
strategies,self-instruction, multiplication facts, learning
disabilities