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The Effects of Tape-Recorded Self-Instruction Cues on the Mathematics Performance of Students with Learning Disabilities

Dorothy Ann Wood, EdD, a graduate of Johns Hopkins University, conducted this research as part of her doctoral dissertation. Her major research interests center on academic and cognitive interventions. Address: Dorothy Ann Wood, Division of Education, Johns Hopkins University, Baltimore, MD 21218.

Michael S. Rosenberg

Michael S. Rosenberg, PhD, is a professor of education and coordinator of special education at Johns Hopkins University.

Deborah T. Carran

Deborah T. Carran, PhD, is an assistant professor at Johns Hopkins University. Her research interests include the identification of educationally at-risk children.

The effects of tape-recorded self-instruction cues on the mathematics performance of students with learning disabilities (LD) were investigated. Nine students were assigned to one of three conditions: an experimental condition, in which students attended two training sessions in self-instruction (SIT); an observer condition, wherein students observed SIT but did not participate; and a control condition, wherein students received neither training nor the opportunity to observe. Using a multiple probe design, data (problems attempted, problems completed correctly, and time for task performance) were collected across two baseline phases, two brief instructional periods, and two generalization phases. Without access to taped cues, experimental and observer students did not successfully utilize the SIT after the first self-instructional training. However, when experimental students were trained to use taped cues, they demonstrated the ability to accurately solve their problems. More important, they were able to successfully use SIT procedures when the taped cues were faded.

Journal of Learning Disabilities, Vol. 26, No. 4, 250-258 (1993)
DOI: 10.1177/002221949302600405


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