Ja. Naglieri et Sh. Gottling, MATHEMATICS INSTRUCTION AND PASS COGNITIVE-PROCESSES - AN INTERVENTION STUDY, Journal of learning disabilities, 30(5), 1997, pp. 513-520
The purpose of this study was to determine if an instruction designed
to facilitate planning, given by teachers to their class as a group, w
ould have differential effects depending on the specific cognitive cha
racteristics of the individual students. A cognitive instruction that
facilitated planning was provided to a group of 12 students with learn
ing disabilities. All students completed math work sheets during 7 ses
sions of baseline and 21 sessions of intervention (when the instructio
n designed to facilitate planning was provided). During the interventi
on phase, students engaged in self-reflection and verbalization of str
ategies about how mathematics problems were completed. The class was s
orted according to planning scores, obtained using the Cognitive Asses
sment System, which is based on Planning, Attention, Simultaneous, Suc
cessive (PASS) theory; and low-and high-planning contrast groups were
identified. The results, consistent with previous research, showed tha
t teaching control and regulation of cognitive activity had beneficial
effects for all students but was especially helpful for those who wer
e poor in planning, as defined by the PASS theory. Implications of the
se findings are provided.