April 22, 2014
Several current and former researchers with the MCPER Mathematics Institute for Learning Disabilities and Difficulties—along with colleagues from MCPER, UT Austin, and other institutions—have published three research papers in peer-reviewed journals.
The Journal of Learning Disabilities accepted for publication a paper authored by Mathematics Institute Fellow Brian R. Bryant and Director Diane Pedrotty Bryant, UT Austin Department of Special Education graduates Jennifer Porterfield and Minyi Shih, MCPER Autism Spectrum Disorders Institute Fellow Terry Falcomata, UT Austin Department of Educational Psychology students Courtney Valentine and Chelsea Brewer, and independent consultant Kathy Bell. "The Effects of a Tier 3 Intervention on the Mathematics Performance of Second Grade Students With Severe Mathematics Difficulties" examines an intensive intervention program that proved successful in helping young children with serious mathematics difficulties learn fundamental numeracy skills.
The Journal of Behavioral Education accepted for publication an article by Brian Bryant, Department of Special Education graduate student Min Wook Ok, Mathematics Institute researcher Eunyoung Kang, MCPER Reading Institute researcher Min Kyung Kim, Autism Institute Fellow Russell Lang, Diane Bryant, and Mathematics Institute Principal Investigator Kathleen Pfannenstiel. Their article, "A Multi-Dimension Comparison of Mathematics Interventions for 4th Grade Students With Learning Disabilities," compared mathematics teacher-direct instruction, iPad applications, and a combined approach with fourth-grade students with mathematics learning disabilities. Findings showed that teacher-direct instruction and the combined approach produced more favorable results, but student social validity data supported the iPad applications.
Ok, Brian Bryant, and first author Kavita Rao of the University of Hawaii published an article in Remedial and Special Education. "A Review of Research on Universal Design Educational Models" provided a critical analysis of universal design for learning research conducted with school-age and postsecondary students.