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Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)
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A Framework for Remediating Number Combination Deficits.

Lynn S Fuchs, Sarah R Powell, Pamela M Seethaler

    Exceptional Children
    |August 2, 2011
    PubMed
    Summary
    This summary is machine-generated.

    This study presents a framework to help students with number combination (NC) deficits. It offers a 2-stage remediation system, adapting interventions based on student progress for effective learning.

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    Area of Science:

    • Educational Psychology
    • Cognitive Science
    • Special Education

    Background:

    • Number combination (NC) deficits significantly impact mathematical learning.
    • Existing research on remediating NC deficits provides a foundation for new frameworks.
    • Understanding the nuances of NC deficits is crucial for targeted educational interventions.

    Purpose of the Study:

    • To introduce a novel framework for the remediation of number combination deficits.
    • To synthesize existing research on NC deficit remediation strategies.
    • To provide a structured approach for educators to address NC deficits.

    Main Methods:

    • Summarizing existing research on number combination deficit remediation.
    • Illustrating remediation approaches using research program studies.
    • Developing a 2-stage remediation framework: initial intervention and intensive support.

    Main Results:

    • The proposed framework includes a less intensive stage with 1 of 3 validated intervention approaches.
    • A more intensive stage is designed for nonresponders, integrating multiple intervention approaches.
    • The framework emphasizes monitoring student response and individualizing intervention.

    Conclusions:

    • The 2-stage framework offers a systematic approach to remediating number combination deficits.
    • Individualized intervention, based on diagnostic-prescriptive schemes, is key for nonresponders.
    • This framework aims to improve outcomes for students struggling with number combinations.