Читать книгу The Executive Function Guidebook - Roberta Strosnider - Страница 18

Data were collected over an eight-week period for classroom assessments in reading comprehension and math problem solving assessments with two-step word problems. Data were also collected to measure the frequency that student prompting was required to determine if improvements in student independence were made. Students using the strategy showed an improvement of 48 percent on math assessments and 42 percent on reading assessments. (Student performance in math was significantly lower at baseline than in reading.) Students showed a significantly greater decline in the frequency of prompting in a small group setting outside of the general education classroom—a 60 percent decline—than inside the general education classroom—a 34 percent decline. However, it should be noted that data measuring student independence with the checklist in the classroom were gathered for the first two weeks of generalization, whereas data for independence in the self-contained setting were gathered for six weeks.