Abstract
The purpose of this study was to examine the effects of peer-assisted learning strategies (PALS) and curriculum-based measurement (CBM) on the mathematics performance of secondary students with disabilities. Ten classes with 92 students in Grades 9 through 12 participated. All students were significantly below grade level and received mathematics instruction in self-contained resource rooms. Classrooms were randomly assigned to PALS/CBM or the classroom mathematics program (control). PALS/CBM was implemented twice weekly and CBM was conducted weekly for 15 weeks. PALS/CBM students improved their computation math skills significantly more than control students, but no significant difference was found on concepts/application math skills. On questionnaires, teachers and students indicated that they (a) liked using PALS, (b) felt PALS was helpful in increasing mathematics skills, (c) thought CBM graphs increased motivation to work hard in math, and (d) would like to participate in PALS/CBM again. Results are discussed with respect to research and practice.
