TY - JOUR
T1 - Research Trends and Qualitative Analysis of Single-Case Studies on Mathematics Intervention for Students with Severe Disabilities
AU - Kang, Ha Nul
AU - Choi, Areum
AU - Kim, Yu Ri
N1 - Publisher Copyright:
© 2023 Seorim. All rights reserved.
PY - 2023
Y1 - 2023
N2 - Purpose: The purpose of this study was to explore evidence-based mathematical interventions for students with severe disabilities through a systematic literature review and qualitative analysis. Method: First, a total of 38 studies (11 domestic, 27 international) were selected according to the inclusion criteria. Second, to explore research trends, publication years, participants, settings, experimental designs, interventions, and outcomes were analyzed. Third, the quality of individual studies was analyzed using quality indicators. Finally, quality studies were analyzed through criteria for evidence-based practices. Results: The most used intervention strategy in 38 studies was explicit instruction, and the most measured outcome area was number and operation. As a result of the qualitative analysis, a total of 14 studies were found to satisfy the quality level. Finally, there were six evidence-based mathematics intervention strategies identified in this study: 1) systematic instruction, 2) explicit instruction, 3) cognitive strategy instruction, 4) manipulatives, 5) technology-aided instruction, and 6) math story/word problems. Conclusion: Based on the results, discussions on mathematical interventions for students with severe disabilities, and implications for future research and applications were provided.
AB - Purpose: The purpose of this study was to explore evidence-based mathematical interventions for students with severe disabilities through a systematic literature review and qualitative analysis. Method: First, a total of 38 studies (11 domestic, 27 international) were selected according to the inclusion criteria. Second, to explore research trends, publication years, participants, settings, experimental designs, interventions, and outcomes were analyzed. Third, the quality of individual studies was analyzed using quality indicators. Finally, quality studies were analyzed through criteria for evidence-based practices. Results: The most used intervention strategy in 38 studies was explicit instruction, and the most measured outcome area was number and operation. As a result of the qualitative analysis, a total of 14 studies were found to satisfy the quality level. Finally, there were six evidence-based mathematics intervention strategies identified in this study: 1) systematic instruction, 2) explicit instruction, 3) cognitive strategy instruction, 4) manipulatives, 5) technology-aided instruction, and 6) math story/word problems. Conclusion: Based on the results, discussions on mathematical interventions for students with severe disabilities, and implications for future research and applications were provided.
KW - evidence-based practices
KW - math intervention
KW - severe disabilities
KW - single-case studies
UR - http://www.scopus.com/inward/record.url?scp=85160275598&partnerID=8YFLogxK
U2 - 10.20971/kcpmd.2023.66.1.1
DO - 10.20971/kcpmd.2023.66.1.1
M3 - Article
AN - SCOPUS:85160275598
SN - 2288-3843
VL - 66
SP - 1
EP - 28
JO - Korean Journal of Physical, Multiple and Health Disabilities
JF - Korean Journal of Physical, Multiple and Health Disabilities
IS - 1
ER -