Endurance of multiplication fact fluency for students with attention deficit hyperactivity disorder

Kelly K. Brady, Richard M. Kubina

Research output: Contribution to journalArticle

9 Citations (Scopus)

Abstract

This study examines the relationship between a critical learning outcome of behavioral fluency and endurance, by comparing the effects of two practice procedures on multiplication facts two through nine. The first procedure, called whole time practice trial, consisted of an uninterrupted 1 minute practice time. The second procedure, endurance building practice trials, had three 20 second practice trials. A total of 3 students with attention deficit hyperactivity disorder participated. Results indicated that multiplication facts with the endurance building practice trials produced more efficient learning when compared to the whole time practice trial procedure for all 3 participants. Additionally, results show that even with the amount of practice time being equal, 1 minute in both conditions, on average participants practiced 30% more problems with the endurance building practice trials procedure than they did with the whole time practice trial procedure.

Original languageEnglish (US)
Pages (from-to)79-93
Number of pages15
JournalBehavior Modification
Volume34
Issue number2
DOIs
StatePublished - Mar 1 2010

Fingerprint

Attention Deficit Disorder with Hyperactivity
Students
Learning
Fluency
Attention Deficit Hyperactivity Disorder
Endurance

All Science Journal Classification (ASJC) codes

  • Developmental and Educational Psychology
  • Clinical Psychology
  • Arts and Humanities (miscellaneous)

Cite this

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Endurance of multiplication fact fluency for students with attention deficit hyperactivity disorder. / Brady, Kelly K.; Kubina, Richard M.

In: Behavior Modification, Vol. 34, No. 2, 01.03.2010, p. 79-93.

Research output: Contribution to journalArticle

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