Skip to main content
SpringerLink
Log in

An Investigation of the Use of Self-Regulated Strategy Development to Teach Long Division to Students with or At-Risk for Emotional Disturbance

  • Original Article
  • Published:
Education and Treatment of Children Aims and scope Submit manuscript

Abstract

Division is an essential skill for math fluency and achievement in higher-order math skills. Using a partial quotients algorithm is one way to support a student’s ability to develop both conceptual and computational knowledge of long division. We used the self-regulated strategy development (SRSD) framework to develop lesson plans and a mnemonic to guide students through the long division process. Using a multiple-baseline across participants design, SRSD instruction resulted in a functional relation between the intervention and both correct answers and rubric scores. The intervention was implemented by a practitioner with high levels of fidelity and had high levels of acceptability from both teacher and student perspectives. We present limitations and future directions in this area.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3
Fig. 4

Similar content being viewed by others

References

  • Anderson, J. A., Kutash, K., & Duchnowski, A. J. (2001). A comparison of the academic progress of students with EBD and students with LD. Journal of Emotional & Behavioral Disorders, 9(2), 106–115. https://doi.org/10.1177/106342660100900205

    Article  Google Scholar 

  • Bennett, P., & Rule, A. C. (2005). Hands-on long division with skittles for students with learning disabilities. TEACHING Exceptional Children Plus, 1(5), 2 http://escholarship.bc.edu/education/tecplus/vol1/iss5/2.

    Google Scholar 

  • Burns, M. (2003). Marilyn Burns demystifies division. Instructor, 112(7), 18–19.

    Google Scholar 

  • Case, L. P., Harris, K. R., & Graham, S. (1992). Improving the mathematical problem-solving skills of students with learning disabilities: Self-regulated strategy development. Journal of Special Education, 26, 1–19. https://doi.org/10.1177/002246699202600101

    Article  Google Scholar 

  • Cassel, J., & Reid, R. (1996). Use of a self-regulated strategy intervention to improve word problem-solving skills of students with mild disabilities. Journal of Behavioral Education, 6, 153–172. https://doi.org/10.1007/BF02110230

    Article  Google Scholar 

  • Chafouleas, S. M., Briesch, A. M. Neugebauer, S. R. & Riley-Tillman, T. C. (2011). Usage rating profile-Intervention (Rev. ed.). University of Connecticut.

  • Christ T. J. (2017). FastBridge learning. http://www.fastbridge.org

  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.

    Google Scholar 

  • Cuenca-Carlino, Y., Freeman-Green, S., Stephenson, G. W., & Hauth, C. (2016). Self-regulated strategy development instruction for teaching multi-step equations to middle school students struggling in mathematics. Journal of Special Education, 50(2), 75–85. https://doi.org/10.1177/0022466915622021

    Article  Google Scholar 

  • Ennis, R. P., & Jolivette, K. (2014). Existing research and future directions for self-regulated strategy development with students with and at-risk for E/BD. Journal of Special Education, 48, 32–45. https://doi.org/10.1177/0022466912454682

    Article  Google Scholar 

  • Ennis, R. P., & Losinski, M. L. (2019). Self-regulated strategy development for fractions: A replication study investigating FILMS, CUT, and EDIT with at-risk 5th graders. Journal of Learning Disabilities, 52, 399–412. https://doi.org/10.1177/0022219419859509

    Article  PubMed  Google Scholar 

  • Foegen, A., Olson, J. R., & Impecoven-Lind, L. (2008). Developing progress monitoring measures for secondary mathematics: An illustration in algebra. Assessment for Effective Intervention, 33, 240–249. https://doi.org/10.1177/1534508407313489

    Article  Google Scholar 

  • Harris, K. R., & Graham, S. (1999). Programmatic intervention research: Illustrations from the evolution of self-regulated strategy development. Learning Disability Quarterly, 22, 251–262. https://doi.org/10.2307/1511259

    Article  Google Scholar 

  • Harris, K. R., Graham, S., Mason, L. H., & Friedlander, B. (2008). Powerful writing strategies for all students. Brookes Publishing.

  • Kilgus, S. P., Chafouleas, S. M., Riley-Tillman, T. C., & von der Embse, N. P. (2014). Social, Academic, and Emotional Behavior Risk Screener (SAEBRS). Theodore J. Christ & Colleagues.

  • Kilgus, S. P., Eklund, K., Nathaniel, P., Taylor, C. N., & Sims, W. A. (2016). Psychometric defensibility of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) teacher rating scale and multiple gating procedure within elementary and middle school samples. Journal of School Psychology, 58, 21–39. https://doi.org/10.1016/j.jsp.2016.07.001

    Article  PubMed  Google Scholar 

  • Ledford, J. R., & Gast, D. L. (2018). Single case research methodology: Applications in special education and behavioral sciences. Routledge.

  • Losinski, M., Cuenca-Carlino, Y., Zablocki, M., & Teagarden, J. (2014). Examining the efficacy of self-regulated strategy development for students with emotional or behavioral disorders: A meta-analysis. Behavioral Disorders, 40, 52–67. https://doi.org/10.17988/0198-7429-40.1.52

    Article  Google Scholar 

  • Losinski, M., Ennis, R. P., Sanders, S. A., & Nelson, J. (2019a). Examining the evidence-base of mathematics interventions for students with emotional disturbances: A meta-analysis. Journal of Special Education, 52, 228–241. https://doi.org/10.1177/0022466918796200

    Article  Google Scholar 

  • Losinski, M. L., Ennis, R. P., Sanders, S., & Wiseman, N. (2019b). An investigation of self-regulated strategy development to teach addition and subtraction of fractions with unlike denominators to students with or at-risk for disabilities. Exceptional Children, 85, 291–308. https://doi.org/10.1177/0014402918813980

    Article  Google Scholar 

  • Losinski, M., Ennis, R. P., & Shaw, A. (2021). Using SRSD to improve the fraction computations of students with and at-risk for EBD. Behavioral Disorders, 46(2), 108–119. https://doi.org/10.1177/0198742920912737

    Article  Google Scholar 

  • Losinski, M., Ennis, R. P., Shaw, A., & Gage, N. (2021). Supporting students within a MTSS framework using SRSD Fractions: Results of a regression discontinuity design. Learning Disabilities Research & Practice.

  • Mason, L. H., Reid, R., & Hagaman, J. L. (2012). Building comprehension in adolescents: Powerful strategies for improving reading and writing in content areas. Brookes Publishing.

  • Math-Aids.com (2017). Dynamically created math worksheets. http://www.math-aids.com

  • Mooney, P., Ryan, J. B., Uhing, B. M., Reid, R., & Epstein, M. H. (2005). A review of self-management interventions targeting academic outcomes for students with emotional and behavioral disorders. Journal of Behavioral Education, 14, 203–221. https://doi.org/10.1007/s10864-005-6298-1

    Article  Google Scholar 

  • Mulcahy, C. C., Krezmien, M., & Maccini, P. (2014). Teaching mathematics to secondary students with emotional and behavioral disorders: Challenges and practical suggestions for teachers. Preventing School Failure, 58, 69–79. https://doi.org/10.1080/1045988X.2013.770727

    Article  Google Scholar 

  • National Assessment of Educational Progress. (2019) Mathematics assessments various years, 2005–2019. https://www.nationsreportcard.gov/mathematics/nation/achievement/

  • National Mathematics Advisory Panel. (2008). Reports of the task groups and subcommittees.

  • National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring mathematics success for all.

  • National Council of Teachers of Mathematics. (2007). The learning of mathematics: 69th NCTM yearbook.

  • Ng, S. F. (1999). Learning long division relationally: It's never too late. Mathematics in School, 28(4), 8–9.

    Google Scholar 

  • Reid, R., Gonzalez, J. E., Nordness, P. D., Trout, A., & Epstein, M. H. (2004). A meta-analysis of the academic status of students with emotional/behavioral disturbance. Journal of Special Education, 38(3), 130–143. https://doi.org/10.1177/00224669040380030101

    Article  Google Scholar 

  • Sanders, S., Losinski, M., Ennis, R. P., Lane, J., White, W., & Teagarden, J. (2020). Self-regulated strategy development to improve comprehension of elementary students with and at-risk for E/BD. Education & Treatment of Children, 43, 21–33. https://doi.org/10.1007/s43494-020-00003-5

    Article  Google Scholar 

  • Shadish, W. R., Hedges, L. V., & Pustejovsky, J. E. (2014). Analysis and meta-analysis of single case designs with a standardized mean difference statistic: A primer and applications. Journal of School Psychology, 52, 123–147. https://doi.org/10.1016/j.jsp.2013.11.005

    Article  PubMed  Google Scholar 

  • Siegler, R. S., Duncan, G. J., Davis-Kean, P. E., Duckworth, K., Claessens, A., Engel, M., Susperreguy, M. I., & Chen, M. (2012). Early predictors of high school mathematics achievement. Psychological Science, 23, 691–697. https://doi.org/10.1177/0956797612440101

    Article  PubMed  Google Scholar 

  • Singapore Math Inc. (2002). Primary mathematics scope and sequence. http://www.singaporemath.com/scope_and_sequence_PriMath.htm

  • Smith, M., Huinker, D. & Bill, V. (2017). Taking action: Implementing effective mathematics teaching practices. National Council of Teachers of Mathematics.

  • von der Embse, N. P., Iaccarino, S., Mankin, A., Kilgus, S. P., & Magen, E. (2017). Development and validation of the social, academic, and emotional behavior risk screener–student rating scale. Assessment for Effective Intervention, 42(3), 186–192. https://doi.org/10.1177/1534508416679410

    Article  Google Scholar 

  • Witt, J. C., & Elliott, S. N. (1985). Acceptability of classroom intervention strategies. In T. R. Kratochwill (Ed.), Advances in school psychology (Vol. 4, pp. 251–288). Lawrence Erlbaum Associates.

    Google Scholar 

  • Wolf, M. M. (1978). Social validity: The case for subjective measurement or how applied behavior analysis is finding its heart. Journal of Applied Behavior Analysis, 11, 203–214. https://doi.org/10.1901/jaba.1978.11-203

    Article  PubMed  PubMed Central  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Kansas State University, Birmingham, AL, USA

    Mickey Losinski

  2. Wichita State University, Birmingham, AL, USA

    Julie Thiele

  3. University of Alabama at Birmingham, Birmingham, AL, USA

    Robin Parks Ennis

  4. Pittsburg State University, Pittsburg, AL, USA

    Ashley Shaw

Authors
  1. Mickey Losinski
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Julie Thiele
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Robin Parks Ennis
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Ashley Shaw
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Ashley Shaw.

Ethics declarations

Conflicts of Interest

The authors declare no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Research Involving Human Participants and/or Animals

All research has been conducted under the approval of the Kansas State University Committee for Research Involving Human Subjects (IRB).

Informed Consent

Informed consent was obtained for all individual participants included in this study.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Losinski, M., Thiele, J., Ennis, R.P. et al. An Investigation of the Use of Self-Regulated Strategy Development to Teach Long Division to Students with or At-Risk for Emotional Disturbance. Educ. Treat. Child. 44, 169–183 (2021). https://doi.org/10.1007/s43494-021-00050-6

Download citation

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s43494-021-00050-6

Keywords

Search

Navigation