Title

Effects of a contextualized instructional package on the mathematics performance of secondary students with EBD

Authors

Michael Krezmien, University of Massachusetts Amherst
Candace Mulcahy, Binghamton University - SUNYFollow

Author ORCID Identifier

DOI: https://journals.sagepub.com/doi/10.1177/019874290903400303

Document Type

Article

Publication Date

5-2009

Abstract

This article describes a single-subject study of the effects of a contextualized instructional package on the area and perimeter performance of middle school students with emotional and behavioral disorders (EBD). The instructional package included area and perimeter problem-solving activities embedded in contextualized, or real-life, scenarios; use of manipulative techniques to reinforce concepts ; and a self-monitoring component, a critical behavior management component to instructional interventions for students with EBD. Results indicated that the instructional package was effective for improving area and perimeter performance among the participants; transfer and maintenance results were mixed.

Recommended Citation

Krezmien, Michael and Mulcahy, Candace, "Effects of a contextualized instructional package on the mathematics performance of secondary students with EBD" (2009). Teaching, Learning and Educational Leadership Faculty Scholarship. 11.
https://orb.binghamton.edu/education_fac/11