Basecamp: Teaching Algebra Skills to Students with Intellectual Disability

The single case study (n=4) examined the use of errorless learning treatments for four students with intellectual disability to teach 4 discrete algebra skills. The treatment package included graphic organizers, manipulatives, a task analysis for 4 skills, and systematic direct instruction using a Constant Time Delay (CTD) protocol. Results indicate improvement for each student in each skill area with carry over effects after treatment. As a result of this session, teachers will be able to design and implement similar instructional treatment programs for secondary students with Intellectual Disability. The Task Analysis developed during the study will be shared, and examples of the graphic organizers will be made available. Instructional materials were developed to teach four discrete tasks: (1) Solving 1 step equations with multiplication, (2) solving 1 step equations with division, (3) using a graph of a line to create a linear equation in y=mx + b form, and (4) using an equation in y=mx+b form to create a graph of a line. Researchers will be able to replicate the research and discuss the implications of algebra skills instruction for students with Intellectual Disability. It is hoped a discussion will precipitate from the participants on the need for more academic skills instruction for secondary students with intellectual disabilities.

Andrew Wojcik