Poster #105 - Applied Behavior Analysis in General Education: An Intervention to Teach Decomposition of Complex Addition Problems

• In Event: 2-002 - Special Poster Session 05 with Continental Breakfast Reception
  In Poster Session: PS 05 - Interdisciplinary Section

Integrative Statement

By first grade, girls in the United States prefer to perform arithmetic using “overt” counting strategies, while males prefer to use “covert” retrieval or mental calculation to solve arithmetic problems (Carr, Jessup, & Fuller, 1999; Carr & Davis, 2001; Fennema, Carpenter, Jacobs, Franke, & Levi, 1998; Imbo & Vandierendonck, 2007). However, this trend does not hold up in countries where teachers are more likely to provide explicit instruction in strategy use (Campbell & Xue, 2011; Imbo, Vandierendonck, & Rosseel, 2007; Shen et al., 2016). This suggests considerable educational and cultural influence in the development of arithmetic strategy choices.

While the methods of applied behavior analysis (ABA) are often popularly associated with interventions for those with disabilities, ABA techniques are useful in teaching a variety of skills to those both with and without disabilities. The present study utilized a sample of general education first-grade children in an intervention relying on techniques of ABA combined with a multiple probe across participants design. The current study introduces a behavior analytic intervention that can be used to teach component and target skills in arithmetic decomposition to first-grade girls whose “overt” arithmetic tendencies may place them at-risk for poor performance in and attitudes toward mathematics.

Following institutional review board approval, parent consent, and child assent, ten girls were recruited for participation at the end of their first-grade year. These girls were given an assessment of arithmetic strategy choice developed by Carr, Alexander, and Folds-Bennett (1994). The researcher noted whether the child solved each problem by retrieval, counting in head/aloud, decomposition, or counting on fingers/manipulatives (Carr & Jessup, 1997; Laski et al. 2013). Of the original sample of ten children, six children were chosen to participate in the intervention. These six children were those most likely to use a counting on fingers/manipulatives strategy and least likely to use a decomposition strategy. The final sample of six participants was randomly assigned into two groups, with three tiers randomly assigned within each group.

The researcher created a curriculum based on a task analysis, or ordered list of steps, of how to solve complex addition problems using decomposition. Instruction of each step utilized ABA techniques such as pinpointing behaviors, errorless learning, and contingent reinforcement. In a staggered order, children in each tier were taught component skills: tens logic, simple addition, and decomposition using paper and pencil. When a child mastered the component skills, she moved on to the target skill: verbal decomposition of double-digit plus single-digit addition problems. When a child mastered the target skill, she moved on to the advanced target skill: verbal decomposition of double-digit plus double-digit addition problems. Results from the present study demonstrate that the techniques of ABA can be used to teach first-grade girls to accurately decompose complex addition problems. Broad implications for this study are relevant to early intervention efforts to diversify the scientific community, particularly by promoting females’ early interest and success in mathematics.

Authors

• Allyson B. Patterson, George Mason University
  Presenting Author

• Robin Moyher, George Mason University
  Non-Presenting Author

• Robert Pasnak, George Mason University
  Non-Presenting Author