Transcript Debit Card Purchase Simulations: Rowe

Teaching Students to Make Purchases with a
Debit Card and To Track Their Expenses
Dawn Rowe, M. A.
2011 OAVSNP Conference
February 19th, 2011
Best Western Hood River INN
Why is financial planning and money
management important?
Many youth, with and without disabilities, have not
acquired the skills to manage their personal finances
(e.g., spending and money management, saving and
investing, and the use of credit and debit), skills that
will have an enormous impact on their future
economic well-being (McCormick, 2009; Tennyson &
Nguyen, 2001).
Why is financial planning and money
management important?
In the present economy, it is important that youth
possess, at minimum, a basic knowledge of money
management skills including but not limited to
banking, finance, savings, and credit (McCormick,
2009).
Outcomes at a Glance
• 57% of individuals with disabilities were
employed compared to 66% of youth without
disabilities.
• 75% of youth with disabilities are living with
their parents, relatives, or legal guardians
compared to 72% of youth without disabilities.
(Newman et al., 2009)
Outcomes at a Glance
• 60.2% of all youth with disabilities had a savings
account
• 56.7% of youth with disabilities has a checking
account and writes checks
• 41.7% of youth have a credit card in his or her own
name
• 94.9% of youth have an allowance or other money that
he/she can decide how to spend
• 19.6% have lost phone service at some time in the past
two years
(NLTS-2, 2009)
So, why is financial planning and
money management important?
With knowledge of the
struggles students with
disabilities face in regards
to financial planning and
management, it becomes
increasing important to
teach students skills to
adequately manage
finances prior to leaving
high school
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The Good News
• Financial education has
become increasingly
emphasized in K-12
education since 1998.
• There has been an increase
in the number of states
requiring personal finance
content standards and
course offerings (Council
for Economic Education,
2009; Tennyson &
Nguyen).
What does the Research Say?
• Basic money skills and purchasing are functional math
skills that have been examined extensively (Alcantara, 1994;
Ayers, Langone, Boon, & Norman, 2006; Browder & Grasso, 1999; Colyer
& Collins, 1996; Haring, Kennedy, Adams, & Pitts-Conway, 1987; Xin,
Grasso, Dippi-Hoy, & Jitendra, 2005)
• Previous research has focused heavily on purchasing
(Xin, Grasso, Dipipi-Hoy, & Jitendra, 2005), bank interaction
(McDonnel & Ferguson, 1989) and using a checking account
(Davies, Stock, & Wehmeyer, 2003; LaCampagne, & Cipani, 1987; Zencius,
Davis, & Cuvo, 1990) to
teach money management skills.
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What does the Research Say?
• Money management skills have expanded with the use
of technology. People are choosing to use debit cards in
replace of traditional methods of payment (i.e., cash or
writing a check).
• Several studies have examined the effectiveness of
different instructional procedures to teach students
with disabilities to use a debit card to withdraw money
from an ATM (Cihak, Alberto, Kessler, & Taber, 2004; Cihak, Alberto,
Taber-Doughtry, & Gama, 2006), and to use a debit card to
purchase two items (Alberto, Cihak, & Gama, 2005; Cihak et al., 2004;
Cihak et al., 2006; Mechling, Gast, Barthold, 2003).
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Purpose
To determine the effects of classroom simulation
using static picture prompts on teaching students
with disabilities to make a purchase with a debit
card and track their expenses.
Participants
• Tyler was an 18 year old male identified as having a
mild intellectual disability
• Christina was an 18 year old female diagnosed with
congenital heart disease and Graves disease at the age
of nine. She received special education services under
the classification of Other Health Impaired
• Chip was a 16 year old male diagnosed with a severe
seizure disorder. He received special education services
under the classification of Other Health Impaired.
Setting
• Rural high school
in the southeastern
United States
• Special Education
Classroom
• Teacher work room
• Community
Setting cont.
The community sites were:
Materials
Debit card machine
Debit card
Checkbook and register
Calculator
Pen
Probe scripts
Instructional task analysis steps
Prompt Cards
Dependent Variable
Total
number of
steps
correct on
task
analysis
Experimental Design
Multiple probe across participants design (Cooper et al.,
2007)
• Baseline: Students were given the materials needed to
complete the tasks prior to beginning the trial. The
baseline data was administered to all participants over
the same time period. The experimenter followed the
probe script by instructing the students to complete
the task.
Intervention
Let me demonstrate!
Generalization
• Generalization data was collected at the community
based sites.
• Generalization probes were collected four times during
the course of the study (once during baseline, once
during intervention, and twice during maintenance).
Procedural Fidelity
• A trained observer viewed and scored the instructional
steps administered by the teacher during 94% of the
training sessions
• Procedural fidelity was 100% during all phases of the
study
Results
Figure 1. Number of steps
correct on a task analysis
of making a purchase
using a debit card and
tracking expenses. Closed
circles represent
simulated probes and
open squares represent
generalization probes
Social Validity
• Data were collected to assess participants’ opinions
about the usefulness of the skills learned
o 3 students felt they had “complete” ability to use
the debit card to make a purchase
o 2 students felt they had “complete” ability to track
expenses (1 student expressed a need for continued
practice)
o 3 students felt learning this skill was useful and
though they would continue to use the skill in the
future
Discussion
• All three students were able to successfully generalize the skill of
making a purchase with a debit card to three different
community settings and track expenses once they returned to
school
• The method of simulation used in this study, proved to be easy
to use, cost-efficient, and of high interest to students in the
study
• This study also extends the literature by addressing limitations
stated in previous studies suggesting that procedures used to
teach these skills may be too complex for classroom personnel
to use (McDonnell & Ferguson, 1989; Mechling et al., 2003)
• This study examined the effects of the simulation on making
purchases with a debit card and tracking one’s expenses
Implications for Practice
• The content taught in this study directly related to the
national personal finance content standard of describing
how to use different payment methods (CEEC, 2009;
Jump$tart Coalition for Personal Finance Literacy, 2007)
• this is an inexpensive teaching strategy using simulated
instruction with static picture prompts to provide
students with skills necessary to make a purchase using a
debit card and track their expenses
• Because of the limited amount of time involved in
instruction and the low cost of materials, these lessons
could be easily incorporated into any math course
Next Steps
• Systematic Replication of
study
o Track debits and
deposits
o Make decisions about
purchasing based on
calculations
• Refine instructional
scripts
• Recruit participants with
LD, ED, Autism
Contact Information
Dawn A. Rowe
Project Coordinator
[email protected]
541-346-8412