Effects of self-graphing and goal setting on the math fact fluency of students with disabilities.

We evaluated the impact of goal setting and students' participation in graphing their own performance data on the rate of math fact calculations. Participants were 3 students with mild disabilities in the first and second grades; 2 of the 3 students were also identified with Attention-Deficit/Hyperactivity Disorder (ADHD). They were taught to use Microsoft Excel® software to graph their rate of correct calculations when completing timed, independent practice sheets consisting of single-digit mathematics problems.

False recall of critical lures in students with diagnosed learning disabilities.

40 students (M age = 13.5 yr., SD = 1) from a rural south Georgia school system participated.