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Mathematics instruction and PASS cognitive processes: an intervention study

J A Naglieri1, S H Gottling

  • 1Ohio State University, Columbus 43210, USA.

Journal of Learning Disabilities
|September 18, 1997
PubMed
Summary

Instruction to improve planning skills benefits all students, especially those with lower planning abilities, as defined by the Planning, Attention, Simultaneous, Successive (PASS) theory.

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Special Education

Background:

  • Cognitive instruction can enhance student learning.
  • Understanding individual cognitive differences is crucial for effective teaching.
  • The Planning, Attention, Simultaneous, Successive (PASS) theory provides a framework for cognitive assessment.

Purpose of the Study:

  • To investigate the differential effects of a planning-facilitating instruction on students with varying cognitive characteristics.
  • To determine if a group-based cognitive instruction benefits students with learning disabilities.
  • To examine the impact of self-reflection and strategy verbalization on mathematics problem-solving.

Main Methods:

  • A group of 12 students with learning disabilities received planning-facilitating instruction.

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  • Students completed math worksheets during baseline and intervention phases.
  • The Cognitive Assessment System (PASS theory) was used to identify low- and high-planning contrast groups.

    • Main Results:

    • Cognitive instruction improved mathematical performance for all students.
    • Students with lower planning abilities, as defined by PASS theory, showed the most significant benefits.
    • Self-reflection and verbalization of strategies were key components of the intervention.

    Conclusions:

    • Cognitive instruction that facilitates planning is effective for students with learning disabilities.
    • Tailoring instruction based on individual cognitive characteristics, particularly planning skills, can optimize learning outcomes.
    • The PASS theory provides a valuable tool for identifying students who may benefit most from specific cognitive interventions.