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Effects of Goal Structures and Performance Contingencies on the Math Performance of Adolescents with Learning Disabilities

Lynn S. Fuchs is an associate professor in the Department of Special Education at Peabody College of Vanderbilt University. She received her PhD from the University of Minnesota in educational psychology. Her research interests include curriculum-based measurement for instructional program planning and the use of goals with handicapped learners.

Christine M. Bahr

Christine M. Bahr is an assistant professor at Western Michigan University. She received her doctorate in special education from Indiana University. Her research interests concern the use of computers in special education.

Herbert J. Rieth

Herbert J. Rieth earned his doctorate from the University of Kansas. He is currently professor and chair, Department of Special Education, Peabody College of Vanderbilt University. Address: Lynn S. Fuchs, Box 328, Peabody College, Vanderbilt University, Nashville, TN 37203.

This study assessed the effects of assigned versus self-selected goals and contingent versus noncontingent gameplay conditions, delivered during computer-assisted math computation drill-and-practice sessions. Participants were 20 high school pupils with learning disabilities who had active Individualized Education Plan (IEP) goals that targeted the improvement of computational skills. Students were assigned randomly to goal conditions and, within goal conditions, to contingency groups. Math computation performance was measured pre-, mid-, and posttreatment. Analyses of variance indicated that students who selected their goals performed better than pupils with assigned goals. No differences existed between the contingency groups. Implications for practice are discussed.

Journal of Learning Disabilities, Vol. 22, No. 9, 554-560 (1989)
DOI: 10.1177/002221948902200907


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