Date of Award
8-2026
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Education and Human Development
Committee Chair/Advisor
Antonis Katsiyannis
Committee Member
Joseph B. Ryan
Committee Member
Catherine A. Griffith
Committee Member
Robin P. Ennis
Abstract
Interventions that help students organize their thinking can reduce cognitive load and support academic, behavioral, and social success. Self-Regulated Strategy Development (SRSD) is an evidence-based instructional framework that combines strategy instruction with self-regulation to promote student independence and improve student confidence. A mnemonic has been shown to help scaffold support across all content areas to the level of mastery required by Stage 4 of the SRSD framework ("Memorize It"). In mathematics, where executive functioning demands are high, interventions to scaffold content must provide the metacognitive support needed for a diverse student population. This study used a multiple-baseline design to examine the effects of the FILMS mnemonic within the SRSD framework on students’ ability to add and subtract fractions with unlike denominators. Results indicated that students found the strategy to be favorable; and FILMS improved performance on mathematics probes, supporting the use of mnemonic-based instruction within the SRSD framework for students at-risk for emotional and behavioral disorders. Implications for future research and improved practice are discussed.
Recommended Citation
Hullett, Melissa D., "An Investigation of the Use of Self-Regulated Strategy Development With a Mnemonic on the Fraction Computation Performance of Students At-Risk for Emotional/Behavioral Disorders" (2026). All Dissertations. 4315.
https://open.clemson.edu/all_dissertations/4315
Author ORCID Identifier
0009-0006-3216-9769
Included in
Elementary Education Commons, Science and Mathematics Education Commons, Special Education and Teaching Commons