|Teaching Math and Writing With Typical and Near-Typical Learners, and Children With Autism|
|Monday, May 27, 2019|
|10:00 AM–11:50 AM |
|Fairmont, Second Level, Gold|
|Area: EDC/AUT; Domain: Translational|
|Chair: Kent Johnson (Morningside Academy)|
|Discussant: Kent Johnson (Morningside Academy)|
|CE Instructor: Jennifer Holloway, Ph.D.|
The four presentations in this symposium illustrate how evidence based practices in instructional design and Precision Teaching can be combined in new ways to provide instruction and practice to fluency with foundational and complex math and writing learning objectives. The first three presentations will demonstrate applications of the Morningside Mathematics Foundations Fluency, progressing in their scope from within a single classroom, to two studies with a large number of participants, to a schoolwide, multi-year implementation. First, Nicole Erickson will describe the synthesis of the conceptual aspects of Singapore Primary Math’s number bond component into the Morningside Math Facts Fluency program, along with a procedure for effective classwide implementation with typical and near-typical learners. Next, Jennifer Holloway will present the results of two studies that examine the effects of Precision Teaching, frequency building, and the Morningside Math Facts Fluency program on the computation repertoires of typical learners in the United Kingdom. Third, Kathy Fox will describe a long-term, schoolwide implementation of the Morningside Model of Generative Instruction with students with autism, with particular focus to moving beyond foundational math skills and computation skills to higher order problem solving involving word problems using Morningside’s Algebra for Beginners program. Lastly, Marianne Delgado will move into the area of writing, describing an even more complex program which assessed the effect of instructional design and Precision Teaching of specific sentence combining repertoires on the syntactical maturity of middle school students’ writing. The chair will make comments on each presentation in turn as the symposium proceeds.
|Instruction Level: Basic|
|Target Audience: |
behavior analysts and other psychology and educational professionals
Evidence-Based Practice and Constructivist Curricula: Synthesizing Precision Teaching With Concepts From Singapore Primary Mathematics
|NICOLE ERICKSON (Morningside Academy)|
In 2016, Morningside Academy began using the popular, constructivist curriculum PrimaryMathematics (a Singapore Math program)as its core mathematics curriculum. Morningside’s team of expert teachers and instructional designers have been thoroughly investigating the application of evidence-based practices in instructional design and Precision Teaching to this curriculum in order to maximize learning outcomes with typical and near-typical learners. Nicole Erickson developed a fluency-based activity, based on Primary Mathematics’ concept of the Number Bond, to help build conceptual understanding of themathfact families taught in MorningsideMathFacts. This program teaches students simple addition, subtraction, multiplication, and division problems, then provides opportunities for students to practice these basic facts to fluency with celeration. During structured fluency blocks, students were first taught to discriminate different error patterns and prescribe appropriate interventions. Then, students learned to analyze performance data from their Standard Celeration Charts, set their personalized daily improvement goals, and construct daily celeration lines that empowered them to make within-session decisions about when academic interventions were needed. Videos of how the Number Bond component was integrated into the daily Morningside Math Facts routine and examples of peer coaching repertoires will be shown.
|Moderators of Fluency-based Instruction: The Impact of Individual Differences on Outcomes of Intervention|
|Aoife McTiernan (University of South Wales), JENNIFER HOLLOWAY (National University of Ireland, Galway), Olive Healy (Trinity College Dublin), Caroline Leonard (National University of Ireland, Galway)|
|Abstract: The research investigated the effects of precision teaching (PT), frequency-building (FB) and the Morningside Mathematics Fluency: Math Facts curriculum, as well as exploring the potential individual moderators of FB, across two experimental studies. The first study demonstrated outcomes of PT and the Morningside Curriculum with addition and subtraction computation. Twenty-eight fourth grade children were randomly assigned to experimental and treatment as usual (TAU) conditions. Results demonstrated outcomes similar to previous research and showed the effectiveness of PT, frequency-building, and the Morningside Mathematics Fluency: Math Facts curriculum. The second study explored the potential individual moderators of frequency-building, across an additional 71 participants, who received frequency-building with the Morningside Mathematics Fluency: Math Facts curriculum. Participant age, grade, gender, standardised measures of mathematical ability, and pre-intervention rates of correct responding with instructional materials, were investigated as potential moderating variables. Following correlational analysis, a hierarchical multiple regressesion was employed and showed that participant age and pre-test rates of correct responding demonstrated the greatest moderating factors on intervention outcomes. The current findings are discussed in terms of the contribution to the design and delivery of fluency-based intervention for children to promote lasting positive outcomes in mathematics performance.|
An Evaluation of The Morningside Model of Generative Instruction on the Mathematics Performance of Students With Autism
|KATHY FOX (Haugland Learning Center), Jason Guild (Haugland Learning Center), Morten Haugland (Haugland Learning Center)|
For the past eight years, the ASPIRE program at Haugland Learning Center has collaborated with Morningside Academy to replicate the Morningside Model of Generative Instruction (MMGI) with students with autism. This presentation will focus on student growth in the area of mathematics during that time period. Many parents and students of incoming students report math as a primary area of academic need. Students often arrive in the ASPIRE program with minimal classroom participation skills, as well as deficits of two or more years in the areas of math facts fluency and calculation. These areas of concern are addressed via direct instruction programming in coordination with the Morningside Mathematics Foundations Fluency curriculum. In addition to math fact and computation fluency, ASPIRE has recently implemented the newest Morningside Math program: Algebra for Beginners, which uses evidence-based practices in instructional design and Precision Teaching to teach students strategies for solving increasingly complex word problems. The heavy focus on constructing strong academic repertoires, and the use of unique classroom management techniques has led to several years of impressive outcome data. This presentation will discuss practices to facilitate student growth, the collection and evaluation of performance data, and data-based decision protocols. Specific examples of student growth will be presented.
Using Curriculum Based Assessment to Evaluate the Application and Adduction of Sentence-Combining Skills and Syntactical Maturity
|MARIANNE DELGADO (Morningside Academy), Kent Johnson (Morningside Academy), Geoffrey H. Martin (Morningside Academy)|
The presence of 12 sentence combining skills denoting syntactic maturity was tracked, every two weeks, using 13-minute curriculum-based writing assessments (CBAs) with middle school students. Skills tracked, in order of increasing complexity, were usage of: adjectives, compound subjects, and compound predicates; adjectival, adverbial, participial, and infinitive phrases; parenthetical expressions; and adjectival, adverbial, and noun clauses. 15 students from three different classrooms participated, all using Dr. Arthur Whimbey’s Keys to Quick Writing Skills in coordination with Morningside’s Advanced Sentence Combining. Each class started their sentence combining instruction in staggered six to eight week intervals, allowing for a multiple baseline study. Data was recorded on a Standard Celeration Chart, which allowed for phase change lines as instruction on different skills occurred. Skill acquisition was analyzed for application (occurring close to instruction) or adduction (occurring further from instruction in unique combinations). Skills acquisition was compared across skill levels (high, medium, low), classrooms, and periods of instruction. Developing a twice-monthly method of assessing syntactic maturity will provide timely and useful feedback to teachers to help them provide effective instruction.