Daniel G Dillon, Emily L Belleau, Julianne Origlio, Madison McKee, Aava Jahan, Ashley Meyer, Min Kang Souther, Devon Brunner, Manuel Kuhn, Yuen Siang Ang, Cristina Cusin, Maurizio Fava, Diego A Pizzagalli
Using Drift Diffusion and RL Models to Disentangle Effects of Depression On Decision-Making vs. Learning in the Probabilistic Reward Task
Computational psychiatry (Cambridge, Mass.)
observation study documents amount quality mathematics instruction provided students intellectual developmental disabilities kindergarten second grade selfcontained special education settings observed six special education teachers students n 12 total 967 min allotted early numeracy mathematics instruction mathematics early numeracy instruction comprised 612 observed time allotted mathematics followed noninstruction 327 mathematics assessment 57 instruction areas 03 observed mathematics content included numbers quantitative reasoning measurement mean ratings student engagement instructional quality across areas medium lowaverage respectively although student engagement differ leading instruction instructional quality differed teachers paraeducators class sizes small teachers often taught students whole class individually students used technology manipulatives printed instructional materials learning