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The Effects of Solve It! on the Mathematical Word Problem Solving Ability of Adolescents With Autism Spectrum Disorders / Peggy J. SCHAEFER WHITBY in Focus on Autism and Other Developmental Disabilities, 28-2 (June 2013)
[article]
Titre : The Effects of Solve It! on the Mathematical Word Problem Solving Ability of Adolescents With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Peggy J. SCHAEFER WHITBY, Auteur Article en page(s) : p.78-88 Langues : Anglais (eng) Mots-clés : autism spectrum disorder learning strategies word problems mathematics Index. décimale : PER Périodiques Résumé : General education placement of students with autism spectrum disorders (ASD) has increased at a rate faster than all other disability categories combined. As more children are diagnosed with ASD and expected to meet the same academic standards as their neurotypical peers, there is a demand for effective educational strategies. Using a multiple-baseline across participants design, seven cognitive strategies and three meta-cognitive strategies from the Solve it! Problem Solving Routine were taught to three adolescents with ASD. Percent of correct responses on word problems improved immediately upon implementation of the intervention. A peer comparison validation strategy was used to compare participants’ accuracy with the class average. All three participants got more problems correct during intervention when compared with their peers; this effect persisted for two participants during maintenance. The impact of the characteristics of ASD on the use of each strategy implemented within the Solve It! Problem Solving Routine is discussed. En ligne : http://dx.doi.org/10.1177/1088357612468764 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200
in Focus on Autism and Other Developmental Disabilities > 28-2 (June 2013) . - p.78-88[article] The Effects of Solve It! on the Mathematical Word Problem Solving Ability of Adolescents With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Peggy J. SCHAEFER WHITBY, Auteur . - p.78-88.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 28-2 (June 2013) . - p.78-88
Mots-clés : autism spectrum disorder learning strategies word problems mathematics Index. décimale : PER Périodiques Résumé : General education placement of students with autism spectrum disorders (ASD) has increased at a rate faster than all other disability categories combined. As more children are diagnosed with ASD and expected to meet the same academic standards as their neurotypical peers, there is a demand for effective educational strategies. Using a multiple-baseline across participants design, seven cognitive strategies and three meta-cognitive strategies from the Solve it! Problem Solving Routine were taught to three adolescents with ASD. Percent of correct responses on word problems improved immediately upon implementation of the intervention. A peer comparison validation strategy was used to compare participants’ accuracy with the class average. All three participants got more problems correct during intervention when compared with their peers; this effect persisted for two participants during maintenance. The impact of the characteristics of ASD on the use of each strategy implemented within the Solve It! Problem Solving Routine is discussed. En ligne : http://dx.doi.org/10.1177/1088357612468764 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 Mathematics performance, response time, and enjoyment of eighth-grade autistic students and their general education peers / Xin WEI in Autism, 27-8 (November 2023)
[article]
Titre : Mathematics performance, response time, and enjoyment of eighth-grade autistic students and their general education peers Type de document : Texte imprimé et/ou numérique Auteurs : Xin WEI, Auteur ; Susu ZHANG, Auteur ; Jihong ZHANG, Auteur ; Jennifer YU, Auteur Article en page(s) : p.2518-2529 Mots-clés : autism enjoyment interest math performance persistence time visuospatial skills word problems Index. décimale : PER Périodiques Résumé : For autistic students receiving special education services, little is known about their relative strengths, weaknesses, and enjoyment across different math content areas; their overall math interest and persistence are also not well-studied. Using the 2017 eighth-grade National Assessment of Education Progress data, this study finds, relative to general education peers with the same math proficiency level, autistic students scored higher and exhibited faster speed in solving visuospatial problems (e.g. identifying figures), but scored lower on math word problems with complex language or social context. Autistic students reported a higher level of enjoyment in solving math problems related to finding areas of shapes or figures but a lower level of persistence than their non-autistic, general education peers. Our work points out the need to help autistic students overcome their weaknesses in word problems and develop their mathematical persistence. En ligne : http://dx.doi.org/10.1177/13623613231168241 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514
in Autism > 27-8 (November 2023) . - p.2518-2529[article] Mathematics performance, response time, and enjoyment of eighth-grade autistic students and their general education peers [Texte imprimé et/ou numérique] / Xin WEI, Auteur ; Susu ZHANG, Auteur ; Jihong ZHANG, Auteur ; Jennifer YU, Auteur . - p.2518-2529.
in Autism > 27-8 (November 2023) . - p.2518-2529
Mots-clés : autism enjoyment interest math performance persistence time visuospatial skills word problems Index. décimale : PER Périodiques Résumé : For autistic students receiving special education services, little is known about their relative strengths, weaknesses, and enjoyment across different math content areas; their overall math interest and persistence are also not well-studied. Using the 2017 eighth-grade National Assessment of Education Progress data, this study finds, relative to general education peers with the same math proficiency level, autistic students scored higher and exhibited faster speed in solving visuospatial problems (e.g. identifying figures), but scored lower on math word problems with complex language or social context. Autistic students reported a higher level of enjoyment in solving math problems related to finding areas of shapes or figures but a lower level of persistence than their non-autistic, general education peers. Our work points out the need to help autistic students overcome their weaknesses in word problems and develop their mathematical persistence. En ligne : http://dx.doi.org/10.1177/13623613231168241 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514