[article] 
inJournal of Autism and Developmental Disorders > 50-1 (January 2020) . - p.63-75

Titre :	Using a Virtual Manipulative Intervention Package to Support Maintenance in Teaching Subtraction with Regrouping to Students with Developmental Disabilities
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Jiyoon PARK, Auteur ; Emily C. BOUCK, Auteur ; John P. 3rd SMITH, Auteur
Article en page(s) :	p.63-75
Langues :	Anglais (eng)
Mots-clés :	Developmental disabilities  Maintenance  Mathematics  Virtual manipulatives
Index. décimale :	PER Périodiques
Résumé :	To live independently, it is critical that students with disabilities maintain the basic mathematical skills they have acquired so they may apply these skills in daily life. To support maintenance of mathematical skills among students with developmental disabilities, the researchers used a multiple probe across participants design to examine the effectiveness of the VRA instructional sequence with fading support in teaching subtraction with regrouping to four students with developmental disabilities. A functional relation was found between the VRA instructional sequence with fading support and students' accuracy in solving the problems. Students also maintained the skill up to 6 weeks after the intervention.
En ligne :	http://dx.doi.org/10.1007/s10803-019-04225-4
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414

[article] Using a Virtual Manipulative Intervention Package to Support Maintenance in Teaching Subtraction with Regrouping to Students with Developmental Disabilities [Texte imprimé et/ou numérique] / Jiyoon PARK, Auteur ; Emily C. BOUCK, Auteur ; John P. 3rd SMITH, Auteur . - p.63-75.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-1 (January 2020) . - p.63-75

Mots-clés :	Developmental disabilities  Maintenance  Mathematics  Virtual manipulatives
Index. décimale :	PER Périodiques
Résumé :	To live independently, it is critical that students with disabilities maintain the basic mathematical skills they have acquired so they may apply these skills in daily life. To support maintenance of mathematical skills among students with developmental disabilities, the researchers used a multiple probe across participants design to examine the effectiveness of the VRA instructional sequence with fading support in teaching subtraction with regrouping to four students with developmental disabilities. A functional relation was found between the VRA instructional sequence with fading support and students' accuracy in solving the problems. Students also maintained the skill up to 6 weeks after the intervention.
En ligne :	http://dx.doi.org/10.1007/s10803-019-04225-4
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414