The Effects of Direct Instruction Flashcards with Math Racetrack with Addition Facts for an Elementary School Student with ADHD

The purpose of this study was to determine the effectiveness of DI flashcards with a math racetrack procedure on the simple addition facts up through 20 on a second grade boy in a resource room setting. A multiple baseline design and a variation of addition facts up through 20, was in the ratio of mastered to unknown number addition facts around the racetrack was employed. Throughout the study the student was very distracted and had a hard time focusing, so half way through we placed a new reward if the student stayed on task and was working hard. This seemed to be very successful and the student worked very hard throughout the rest of the intervention. The results for the participant indicated that the DI flashcards and math racetrack were effective in increasing the accuracy, fluency and retention of the identifying basic addition facts up through 20 and was very easy to implement in a school setting.