[article]
| Titre : |
Effects of explicit instruction on acquisition and generalization of mathematical concepts for a student with autism spectrum disorder |
| Type de document : |
Texte imprimé et/ou numérique |
| 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 |
in Research in Autism Spectrum Disorders > 57 (January 2019) . - p.1-6
[article] Effects of explicit instruction on acquisition and generalization of mathematical concepts for a student with autism spectrum disorder [Texte imprimé et/ou numérique] / 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 |
|
Effects of explicit instruction on acquisition and generalization of mathematical concepts for a student with autism spectrum disorder in Research in Autism Spectrum Disorders, 57 (January 2019)
