Effects of explicit instruction on acquisition and generalization of mathematical concepts for a student with autism spectrum disorder / Jenny R. ROOT in Research in Autism Spectrum Disorders, 57 (January 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 57 (January 2019) . - p.1-6 Titre : Effects of explicit instruction on acquisition and generalization of mathematical concepts for a student with autism spectrum disorder Type de document : texte imprimé Auteurs : Jenny R. ROOT, Auteur Article en page(s) : p.1-6 Langues : Anglais (eng) Mots-clés : Autism  Intellectual disability  Direct instruction  Explicit instruction  Mathematics  Generalization  Single-case design Index. décimale : PER Périodiques Résumé : Background This study investigated the effects of explicit instruction on acquisition and generalization of mathematical concepts (more, different, long) by an elementary student with autism and co- morbid intellectual disability. Method This study used a single-case multiple probe across behaviors design to measure the acquisition and generalization of concepts across four categories of stimuli: (a) far distractor objects, (b) near distractor objects, (c) near distractor pictures, and (d) environmental objects. Results A functional relation was found between explicit instruction and independent identification of mathematical concepts. Data indicate the intervention was effective and treatment effects were maintained across concepts. Variable generalization patterns were observed across concepts. Conclusions Explicit instruction is an effective instructional strategy for teaching mathematical concepts to learners with autism and co-morbid intellectual disability. Future research should measure the efficacy of explicit instruction for more advanced generalization of concepts and application to functional tasks. En ligne : https://doi.org/10.1016/j.rasd.2018.09.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371 [article] Effects of explicit instruction on acquisition and generalization of mathematical concepts for a student with autism spectrum disorder [texte imprimé] / Jenny R. ROOT, Auteur . - p.1-6. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 57 (January 2019) . - p.1-6 Mots-clés : Autism  Intellectual disability  Direct instruction  Explicit instruction  Mathematics  Generalization  Single-case design Index. décimale : PER Périodiques Résumé : Background This study investigated the effects of explicit instruction on acquisition and generalization of mathematical concepts (more, different, long) by an elementary student with autism and co- morbid intellectual disability. Method This study used a single-case multiple probe across behaviors design to measure the acquisition and generalization of concepts across four categories of stimuli: (a) far distractor objects, (b) near distractor objects, (c) near distractor pictures, and (d) environmental objects. Results A functional relation was found between explicit instruction and independent identification of mathematical concepts. Data indicate the intervention was effective and treatment effects were maintained across concepts. Variable generalization patterns were observed across concepts. Conclusions Explicit instruction is an effective instructional strategy for teaching mathematical concepts to learners with autism and co-morbid intellectual disability. Future research should measure the efficacy of explicit instruction for more advanced generalization of concepts and application to functional tasks. En ligne : https://doi.org/10.1016/j.rasd.2018.09.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371

Establishing Computer-Assisted Instruction to Teach Academics to Students with Autism as an Evidence-Based Practice / Jenny R. ROOT in Journal of Autism and Developmental Disorders, 47-2 (February 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-2 (February 2017) . - p.275-284 Titre : Establishing Computer-Assisted Instruction to Teach Academics to Students with Autism as an Evidence-Based Practice Type de document : texte imprimé Auteurs : Jenny R. ROOT, Auteur ; Bradley S. STEVENSON, Auteur ; Luann Ley DAVIS, Auteur ; Jennifer GEDDES-HALL, Auteur ; David W. TEST, Auteur Article en page(s) : p.275-284 Langues : Anglais (eng) Mots-clés : Technology  Academics  Autism  Evidence-based practice Index. décimale : PER Périodiques Résumé : Computer-assisted instruction (CAI) is growing in popularity and has demonstrated positive effects for students with disabilities, including those with autism spectrum disorder (ASD). In this review, criteria for group experimental and single case studies were used to determine quality (Horner et al., Exceptional Children 71:165–179, 2005; Gersten et al., Exceptional Children 71:149–164, 2005; National Technical Assistance Center on Transition Center 2015). Included studies of high and adequate quality were further analyzed in terms of content, context, and specific instructional practices. Based on the NTACT criteria, this systematic review has established CAI as an evidence-based practice for teaching academics to students with ASD with support from 10 single-case and two group design studies of high or adequate quality. Suggestions for future research and implications for practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-016-2947-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303 [article] Establishing Computer-Assisted Instruction to Teach Academics to Students with Autism as an Evidence-Based Practice [texte imprimé] / Jenny R. ROOT, Auteur ; Bradley S. STEVENSON, Auteur ; Luann Ley DAVIS, Auteur ; Jennifer GEDDES-HALL, Auteur ; David W. TEST, Auteur . - p.275-284. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-2 (February 2017) . - p.275-284 Mots-clés : Technology  Academics  Autism  Evidence-based practice Index. décimale : PER Périodiques Résumé : Computer-assisted instruction (CAI) is growing in popularity and has demonstrated positive effects for students with disabilities, including those with autism spectrum disorder (ASD). In this review, criteria for group experimental and single case studies were used to determine quality (Horner et al., Exceptional Children 71:165–179, 2005; Gersten et al., Exceptional Children 71:149–164, 2005; National Technical Assistance Center on Transition Center 2015). Included studies of high and adequate quality were further analyzed in terms of content, context, and specific instructional practices. Based on the NTACT criteria, this systematic review has established CAI as an evidence-based practice for teaching academics to students with ASD with support from 10 single-case and two group design studies of high or adequate quality. Suggestions for future research and implications for practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-016-2947-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303

Using a Virtual-Representational-Abstract Integrated Framework to Teach Multiplicative Problem Solving to Middle School Students with Developmental Disabilities / Jenny R. ROOT in Journal of Autism and Developmental Disorders, 51-7 (July 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2284-2296 Titre : Using a Virtual-Representational-Abstract Integrated Framework to Teach Multiplicative Problem Solving to Middle School Students with Developmental Disabilities Type de document : texte imprimé Auteurs : Jenny R. ROOT, Auteur ; Sarah K. COX, Auteur ; Deidre GILLEY, Auteur ; Taryn WADE, Auteur Article en page(s) : p.2284-2296 Langues : Anglais (eng) Mots-clés : Academic Performance/psychology  Adolescent  Autism Spectrum Disorder/psychology  Developmental Disabilities/psychology  Education, Special/methods  Female  Humans  Intellectual Disability/psychology  Male  Mathematical Concepts  Mathematics/education  Problem Solving  Schools  Students/psychology  Autism  Intellectual disability  Mathematics  Problem solving Index. décimale : PER Périodiques Résumé : Effective instructional strategies to improve mathematical problem solving skills are critically important to student success in both school-based and real-world mathematics tasks. This study reports effects of a Virtual-Representational-Abstract Integrated framework on the mathematical problem solving skills of three middle school students with developmental disabilities (autism spectrum disorder and intellectual disability). All participants improved in their problem solving accuracy when solving multiplicative comparison word problems using realistic double and triple multipliers. Additionally, all participants maintained their mathematical problem solving accuracy after visual supports (graphic organizer) were removed. Detailed findings and implications for future research and practitioners are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04674-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 [article] Using a Virtual-Representational-Abstract Integrated Framework to Teach Multiplicative Problem Solving to Middle School Students with Developmental Disabilities [texte imprimé] / Jenny R. ROOT, Auteur ; Sarah K. COX, Auteur ; Deidre GILLEY, Auteur ; Taryn WADE, Auteur . - p.2284-2296. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2284-2296 Mots-clés : Academic Performance/psychology  Adolescent  Autism Spectrum Disorder/psychology  Developmental Disabilities/psychology  Education, Special/methods  Female  Humans  Intellectual Disability/psychology  Male  Mathematical Concepts  Mathematics/education  Problem Solving  Schools  Students/psychology  Autism  Intellectual disability  Mathematics  Problem solving Index. décimale : PER Périodiques Résumé : Effective instructional strategies to improve mathematical problem solving skills are critically important to student success in both school-based and real-world mathematics tasks. This study reports effects of a Virtual-Representational-Abstract Integrated framework on the mathematical problem solving skills of three middle school students with developmental disabilities (autism spectrum disorder and intellectual disability). All participants improved in their problem solving accuracy when solving multiplicative comparison word problems using realistic double and triple multipliers. Additionally, all participants maintained their mathematical problem solving accuracy after visual supports (graphic organizer) were removed. Detailed findings and implications for future research and practitioners are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04674-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452

---

1 (1 - 3 / 3) Par page : 25 50 100 200