Investigating the Effects of a Multicomponent Intervention on the Mathematical Word Problem-Solving Skills of Third Graders Identified as LD, At-Risk. and/or ESOL

In third grade, with the introduction of high-stakes testing, the focus on math word-problems becomes prominent. However, intervention research on solving word problems has concentrated on the higher grades. While some of these strategies are valuable, developmental and curricular modifications are needed for third graders. In research where this has been recognized, teacher-mediated explicit instruction with multiple exemplars, teaching students to use visual representations, and the incorporation of self-strategies, have proven effective. However, for these practices to reach their full potential, their content must be relevant and provide for growth to more mature mathematical concepts. Based on these conclusions, additional research was needed to investigate intervention packages which adhere to these practices. Therefore, the focus of this study was to evaluate the effectiveness of a multicomponent word problem-solving intervention that used explicit instruction strategies with multiple exemplars, taught the use of student-generated visual representations, incorporated a self-monitoring checklist, and targeted Common Core State Standards’ appropriate curriculum (i.e., all four operations, measurement, estimation of time, masses of objects, and geometric measurement). Using a multiple baseline across behaviors design, the study evaluated the paraphrasing, visualizing, and computing word problem-solving responses of 10 third-graders identified as LD, at-risk, and/or ESOL. The study revealed that all students made gains in some behaviors related to problem solving (paraphrasing, visualizing, and computation accuracy). Results are discussed in relation to a cognitive-behavioral framework and individual student characteristics, including discussions of limitations and educational significance.</p

Error Analysis of Mathematical Word Problem Solving Across Students with and without Learning Disabilities

Solving word problems is a common area of struggle for students with learning disabilities (LD). In order for instruction to be effective, we first need to have a clear understanding of the specific errors exhibited by students with LD during problem solving. Error analysis has proven to be an effective tool in other areas of math but has had little application to errors in word problems. Using an error analysis approach, this study aimed to investigate in depth the various types and frequency of errors made by students with LD and their AA peers during math problem solving. The resulting similarities and differences between the two groups of students are discussed with insight into underlying cognitive processes, and implications for future research

A broad look at the literature on math word problem-solving interventions for third graders

Though research on effective instruction in math word problem solving is prominent at the middle and secondary levels, much less work has been done in elementary grades. In this article, we review the research on varied problem-solving instructional interventions at the third-grade level for students across ability levels. Third grade was chosen as the focus due to the fact that word problem-solving requirements are first introduced into the curriculum and standardized assessment at this point in time. Drawing on quantitative studies using single subject, quasi-experimental, and randomized controlled trial designs, we examine the instructional components and instructional content identified as effective across the 13 studies that met search criteria. Conclusions focus on current understanding of best practices, limitations of the existing research, and important considerations for future research

Professional Development of Behavior Analysts in Europe: A Snapshot for 21 Countries

Behavior analysts are not recognized or regulated as a distinct profession in Europe. For the most part, European behavior analysts adhered to the standards set by the U.S.-based Behavior Analyst Certification Board (BACB). However, the BACB certification has not been recognized officially in any European jurisdiction. The recent decision by the BACB to discontinue eligibility of non-U.S. residents to apply for the BCBA exam by the end of 2022 has brought the issue of professional regulation outside of the United States into sharp focus. This article offers a snapshot in time of professional recognition of behavior analysts in 21 European countries. It stems from the Erasmus+ funded EuroBA project and its Professional Advisory Group (PAG). The EuroBA project aims to develop common standards and competences for behavior analysts to facilitate national regulation and mutual recognition across Europe

Professional development of behavior analysts in Europe: A snapshot for 21 countries

Behavior analysts are not recognized or regulated as a distinct profession in Europe. For the most part, European behavior analysts adhered to the standards set by the U.S.-based Behavior Analyst Certification Board (BACB). However, the BACB certification has not been recognized officially in any European jurisdiction. The recent decision by the BACB to discontinue eligibility of non-U.S. residents to apply for the BCBA exam by the end of 2022 has brought the issue of professional regulation outside of the United States into sharp focus. This article offers a snapshot in time of professional recognition of behavior analysts in 21 European countries. It stems from the Erasmus+ funded EuroBA project and its Professional Advisory Group (PAG). The EuroBA project aims to develop common standards and competences for behavior analysts to facilitate national regulation and mutual recognition across Europe