A Comparison of Three Instructional Methods for Teaching Math Skills to Secondary Students with Emotional/Behavioral Disorders

Abstract

The purpose of this study was to determine the most effective of three instructional methods for teaching mathematics to secondary students with emotional and behavioral disorders. A single-subject alternating-treatments research design was used to compare three instructional methods: direct teach, computer-assisted instruction, and a combination of both methods. Disability label, age, and IQ were related to learning outcomes. In addition, although the combined method was more effective for some learners, variables such as attendance and motivation, as well as IQ, comorbid conditions, age, and number of years spent in school, affected learning outcomes.