Schema-Based Strategy Instruction in Mathematics and the Word Problem-Solving Performance of a Student With Autism / Sarah B. ROCKWELL in Focus on Autism and Other Developmental Disabilities, 26-2 (June 2011)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 26-2 (June 2011) Titre : Schema-Based Strategy Instruction in Mathematics and the Word Problem-Solving Performance of a Student With Autism Type de document : texte imprimé Auteurs : Sarah B. ROCKWELL, Auteur ; Cynthia C. GRIFFIN, Auteur ; Hazel A. JONES, Auteur Année de publication : 2011 Langues : Anglais (eng) Mots-clés : autism  mathematics  problem solving  schema-based instruction Index. décimale : PER Périodiques Résumé : The purpose of this study was to provide preliminary results on the use of schema-based strategy instruction to teach addition and subtraction word problem solving to a fourth grade student with autism. The student was taught to use schematic diagrams to solve three types of addition and subtraction word problems. A multiple probes across behaviors single-case design was used, with solving each of the three problem types treated as a separate behavior. Interpretation of results indicated that the participant’s ability to solve all types of one-step addition and subtraction word problems improved following instruction. Improvement also generalized to problems with unknowns in the initial and medial position and was maintained over time. En ligne : http://dx.doi.org/10.1177/1088357611405039 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=127 [article] Schema-Based Strategy Instruction in Mathematics and the Word Problem-Solving Performance of a Student With Autism [texte imprimé] / Sarah B. ROCKWELL, Auteur ; Cynthia C. GRIFFIN, Auteur ; Hazel A. JONES, Auteur . - 2011. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 26-2 (June 2011) Mots-clés : autism  mathematics  problem solving  schema-based instruction Index. décimale : PER Périodiques Résumé : The purpose of this study was to provide preliminary results on the use of schema-based strategy instruction to teach addition and subtraction word problem solving to a fourth grade student with autism. The student was taught to use schematic diagrams to solve three types of addition and subtraction word problems. A multiple probes across behaviors single-case design was used, with solving each of the three problem types treated as a separate behavior. Interpretation of results indicated that the participant’s ability to solve all types of one-step addition and subtraction word problems improved following instruction. Improvement also generalized to problems with unknowns in the initial and medial position and was maintained over time. En ligne : http://dx.doi.org/10.1177/1088357611405039 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=127

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