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

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