JPSY_V8_N2_RP1 Michaelyn Bjordahl Rebeccah Talboy Jennifer Neyman Thomas McLaughlin Richelle Hoenike Journal on Educational Psychology 2230 – 7141 8 2 7 14 Math Facts, ADD, DI Flash cards, Model, Lead, Error Correction, Long Division, Middle School Student The purpose of this study was to evaluate the effects of a Direct Instruction (DI) flashcard system on the mastery, accuracy and fluency of basic division math facts (numbers 0-12) for a seventh grade boy, diagnosed with Attention Deficit Disorder (ADD). The effects of the DI flashcard system were examined in a multiple baseline design across problem sets. DI flashcards require the student to provide the correct solution quickly and if an error occurs, the student is required to engage in error correction using a model, lead, and test procedure. The overall outcomes indicated large increases in student accuracy. Maintenance of treatment gains was also found with several division facts with our participant. The present outcomes replicate the range of classroom settings and disability designations. For the most part, employing flashcard procedures were easy to implement and evaluate in a middle school resource classroom setting. August - October 2014 Copyright © 2014 i-manager publications. All rights reserved. i-manager Publications http://www.imanagerpublications.com/Article.aspx?ArticleId=2900