%0 Journal Article
%T THE EFFECTS OF FLASHCARDS AND STUDENT SELECTED REINFORCERS WITH GOALS AND ADDITIONAL PRACTICE WITH MULTIPLICATION FACTS FOR TWO INTERMEDIATE ELEMENTARY STUDENTS WITH BEHAVIOR DISORDERS*
%A Rose Treacy
%A T. F. McLaughlin
%A K. Mark Derby
%A Emily Schlettert
%J Academic Research International
%D 2012
%I 
%X The purpose of this study was to increase the fluency and accuracy on seem to write multiplication facts for two elementary school students with behavior impairments. One was an 11-year-old male and the other was a 13-year-old male. The study was conducted in a self-contained behavior impaired classroom in a large urban school district in the Pacific Northwest. The three behaviors measured were corrects, errors, and skips per minute. These data were gathered from a multiplication probe sheet. The behavioral results showed a clear increase of corrects per minute and decrease in both skips and errors when the three interventions (flashcards + student selected rewards, flashcards + student selected rewards + goals, and flashcards + student selected rewards + goals + extra timings). The outcomes one participant was larger than for the other. The benefits of employing data-based evaluation procedures with intermediate children with behavior impairments are outlined.
%K flashcards
%K behavior disorders
%K goals
%K extra practice
%K single case research design
%K selfcontained classroom
%K multiplication facts
%K probe sheets
%U http://www.savap.org.pk/journals/ARInt./Vol.2(1)/2012(2.1-47).pdf