Learning with Technology: Video Modeling with Concrete–Representational–Abstract Sequencing for Students with Autism Spectrum Disorder / Gulnoza YAKUBOVA in Journal of Autism and Developmental Disorders, 46-7 (July 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-7 (July 2016) . - p.2349-2362 Titre : Learning with Technology: Video Modeling with Concrete–Representational–Abstract Sequencing for Students with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Gulnoza YAKUBOVA, Auteur ; Elizabeth M. HUGHES, Auteur ; Megan SHINABERRY, Auteur Article en page(s) : p.2349-2362 Langues : Anglais (eng) Mots-clés : Autism  Concrete–representational–abstract instructional sequence  Technology-based intervention  Mathematics Index. décimale : PER Périodiques Résumé : The purpose of this study was to determine the effectiveness of a video modeling intervention with concrete–representational–abstract instructional sequence in teaching mathematics concepts to students with autism spectrum disorder (ASD). A multiple baseline across skills design of single-case experimental methodology was used to determine the effectiveness of the intervention on the acquisition and maintenance of addition, subtraction, and number comparison skills for four elementary school students with ASD. Findings supported the effectiveness of the intervention in improving skill acquisition and maintenance at a 3-week follow-up. Implications for practice and future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-016-2768-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290 [article] Learning with Technology: Video Modeling with Concrete–Representational–Abstract Sequencing for Students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Gulnoza YAKUBOVA, Auteur ; Elizabeth M. HUGHES, Auteur ; Megan SHINABERRY, Auteur . - p.2349-2362. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-7 (July 2016) . - p.2349-2362 Mots-clés : Autism  Concrete–representational–abstract instructional sequence  Technology-based intervention  Mathematics Index. décimale : PER Périodiques Résumé : The purpose of this study was to determine the effectiveness of a video modeling intervention with concrete–representational–abstract instructional sequence in teaching mathematics concepts to students with autism spectrum disorder (ASD). A multiple baseline across skills design of single-case experimental methodology was used to determine the effectiveness of the intervention on the acquisition and maintenance of addition, subtraction, and number comparison skills for four elementary school students with ASD. Findings supported the effectiveness of the intervention in improving skill acquisition and maintenance at a 3-week follow-up. Implications for practice and future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-016-2768-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290

Video-Based Intervention in Teaching Fraction Problem-Solving to Students with Autism Spectrum Disorder / Gulnoza YAKUBOVA in Journal of Autism and Developmental Disorders, 45-9 (September 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-9 (September 2015) . - p.2865-2875 Titre : Video-Based Intervention in Teaching Fraction Problem-Solving to Students with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Gulnoza YAKUBOVA, Auteur ; Elizabeth M. HUGHES, Auteur ; Erin HORNBERGER, Auteur Article en page(s) : p.2865-2875 Langues : Anglais (eng) Mots-clés : Video modeling  Problem solving  Mathematics  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : The purpose of this study was to determine the effectiveness of a point-of-view video modeling intervention to teach mathematics problem-solving when working on word problems involving subtracting mixed fractions with uncommon denominators. Using a multiple-probe across students design of single-case methodology, three high school students with ASD completed the study. All three students demonstrated greater accuracy in solving fraction word problems and maintained accuracy levels at a 1-week follow-up. En ligne : http://dx.doi.org/10.1007/s10803-015-2449-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267 [article] Video-Based Intervention in Teaching Fraction Problem-Solving to Students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Gulnoza YAKUBOVA, Auteur ; Elizabeth M. HUGHES, Auteur ; Erin HORNBERGER, Auteur . - p.2865-2875. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-9 (September 2015) . - p.2865-2875 Mots-clés : Video modeling  Problem solving  Mathematics  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : The purpose of this study was to determine the effectiveness of a point-of-view video modeling intervention to teach mathematics problem-solving when working on word problems involving subtracting mixed fractions with uncommon denominators. Using a multiple-probe across students design of single-case methodology, three high school students with ASD completed the study. All three students demonstrated greater accuracy in solving fraction word problems and maintained accuracy levels at a 1-week follow-up. En ligne : http://dx.doi.org/10.1007/s10803-015-2449-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267

---

1 (1 - 2 / 2)