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Détail de l'auteur
Auteur Abbie WHORLEY |
Documents disponibles écrits par cet auteur (1)
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Using the Virtual–Representational–Abstract Approach to Support Students With Intellectual Disability in Mathematics / Emily C. BOUCK in Focus on Autism and Other Developmental Disabilities, 33-4 (December 2018)
[article]
Titre : Using the Virtual–Representational–Abstract Approach to Support Students With Intellectual Disability in Mathematics Type de document : Texte imprimé et/ou numérique Auteurs : Emily C. BOUCK, Auteur ; Jiyoon PARK, Auteur ; Jordan SHURR, Auteur ; Laura A. BASSETTE, Auteur ; Abbie WHORLEY, Auteur Année de publication : 2018 Article en page(s) : p.237-248 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Mathematics education is an important but underexplored area of research for secondary students with mild intellectual disability. In this multiple probe across behaviors replicated across two participants study, the researchers explored the effectiveness of the virtual?representational?abstract (VRA) instructional sequence to support two students? acquisition of three mathematical behaviors. Each student was able to acquire his or her three mathematical behaviors (i.e., place value, single-digit addition with regrouping, subtraction with regrouping, and single-digit multiplication) following instruction with the VRA sequence. However, each student struggled with maintenance with at least one behavior. Implications for practice relative to the VRA instructional sequence are discussed. En ligne : http://dx.doi.org/10.1177/1088357618755696 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=372
in Focus on Autism and Other Developmental Disabilities > 33-4 (December 2018) . - p.237-248[article] Using the Virtual–Representational–Abstract Approach to Support Students With Intellectual Disability in Mathematics [Texte imprimé et/ou numérique] / Emily C. BOUCK, Auteur ; Jiyoon PARK, Auteur ; Jordan SHURR, Auteur ; Laura A. BASSETTE, Auteur ; Abbie WHORLEY, Auteur . - 2018 . - p.237-248.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 33-4 (December 2018) . - p.237-248
Index. décimale : PER Périodiques Résumé : Mathematics education is an important but underexplored area of research for secondary students with mild intellectual disability. In this multiple probe across behaviors replicated across two participants study, the researchers explored the effectiveness of the virtual?representational?abstract (VRA) instructional sequence to support two students? acquisition of three mathematical behaviors. Each student was able to acquire his or her three mathematical behaviors (i.e., place value, single-digit addition with regrouping, subtraction with regrouping, and single-digit multiplication) following instruction with the VRA sequence. However, each student struggled with maintenance with at least one behavior. Implications for practice relative to the VRA instructional sequence are discussed. En ligne : http://dx.doi.org/10.1177/1088357618755696 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=372