Aspects of Teaching Long Division to a Group of Exceptional Children

Lerner, Sandra
March 1973
Journal of Learning Disabilities;Mar1973, Vol. 6 Issue 3, p151
Academic Journal
A new approach in teaching long division, based on a theoretical model of how the brain functions in problem-solving, was presented to a group of mentally ill adolescents who were previously unable to learn long division. Subjects with lQ scores one S.D. below normal and with an adequately developed number sense mastered the task.


Related Articles

  • See me, help me. Carr, E.G.; Durand, M. // Psychology Today;Nov87, Vol. 21 Issue 11, p62 

    Teaching disturbed children to communicate their needs may help reduce destructive and bizarre behavior. Examines why bizarre behavior was not seen as a way of communicating until recently and how to teach children better ways of communicating.

  • Rational behavior skills: A teaching sequence for students with emotional disabilities. Patton, Patricia Lucey // School Counselor;Nov95, Vol. 43 Issue 2, p133 

    Discusses the application of rational behavior skills training program to student with behavior disorders or serious emotional disturbances (BD/SED). Objectives and goals of each session in the program; Content of each session.

  • The use of flexible service dollars in rural community-based programs for children with serious... Dollard, Norin; Evans, Mary E. // Journal of Emotional & Behavioral Disorders;Apr94, Vol. 2 Issue 2, p117 

    Scrutinizes the actual use of flexible service dollars in two highly individualized services-provision efforts for children with serious emotional disturbance in North Idaho and upstate New York. Terminological issues; Rural system of care in North Idaho; Family-centered intensive case...

  • Identification and placement of students with serious emotional disturbance. Part I: Correlates... Oswald, Donald P.; Coutinho, Martha J. // Journal of Emotional & Behavioral Disorders;Oct95, Vol. 3 Issue 4, p224 

    Examines the identification and placement of students with serious emotional disturbance in the United States. National special education data; Variance in identification rates; Importance of features of states' definitions of serious emotional disturbances.

  • National Adolescent and Child Treatment Study (NACTS): Outcomes for children with serious... Greenbaum, Paul E.; Dedrick, Robert F. // Journal of Emotional & Behavioral Disorders;Jul96, Vol. 4 Issue 3, p130 

    Compiles descriptive data on children with serious emotional disturbance. Demographic and family characteristics; Level of psychological and adaptive functioning; Services received; Outcomes or how the children fared over time; National Adolescent and Child Treatment Study.

  • Making a Successful Transition: Effects of a Treatment-Based and School-Based Program on Emotionally Troubled Children and Their Adjustment to New Placements. Tissue, Renee; Korz, Alan // Child Psychiatry & Human Development;Spring98, Vol. 28 Issue 3, p199 

    This study compares the outcomes of two groups of 12-to-13 year olds who were in their last year at a day or five-day residential treatment center for seriously emotionally troubled children. One group was enrolled in a treatment-based program; the second group participated in a school-based...

  • Variables affecting the reintegration rate of students with serious emotional disturbance. Rock, Elana Esterson; Rosenberg, Michael S. // Exceptional Children;Dec94/Jan95, Vol. 61 Issue 3, p254 

    Examines educational program and teacher variables to identify factors that predict the reintegration of students with serious emotional disturbance (SED) into less restrictive placements. Focus of previous studies; Alternative factors in reintegration decision making; Factors that predict...

  • A modified time sampling procedure providing a multidimensional and multibehavioral analysis. Powell, J.; Dickie, R.F. // Education & Treatment of Children (ETC);Nov92, Vol. 15 Issue 4, p355 

    Describes a modified time sampling procedure providing a multidimensional and multibehavioral analysis of children with severe emotional and behavioral disturbances. Degree of correspondence; Variability of sterotypic and on-task behavior; Data acquisition via direct observation.

  • Hearing Dennis through his own voice: A redefinition. Duplass, Dennis; Smith, Terry // Behavioral Disorders;Feb95, Vol. 20 Issue 2, p144 

    Features the authors' experiences concerning the counseling of a severely emotionally disturbed student. Labeling; Questions as pedagogy; Narrative writing.


Read the Article


Sign out of this library

Other Topics