[article] 
inFocus on Autism and Other Developmental Disabilities > 36-2 (June 2021) . - p.71-82

Titre :	Virtual Versus Concrete: A Comparison of Mathematics Manipulatives for Three Elementary Students With Autism
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Jordan SHURR, Auteur ; Emily C. BOUCK, Auteur ; Laura A. BASSETTE, Auteur ; Jiyoon PARK, Auteur
Année de publication :	2021
Article en page(s) :	p.71-82
Langues :	Anglais (eng)
Mots-clés :	autism  mathematics  intervention  manipulatives  elementary  technology
Index. décimale :	PER Périodiques
Résumé :	Basic mathematic skills at the early age are foundational for later learning. Many students with autism spectrum disorder (ASD) struggle in academic learning without sufficient support. Research in the area of concrete manipulatives?tangible representations of abstract concepts?has been found effective. In addition, promising research has emerged in the area of virtual manipulatives?virtual representations of abstract concepts?as tools to support mathematics skill acquisition. Using a multiple baseline across participants with an embedded alternating treatment design, this study presents a replication of previous research comparing the effects of concrete and virtual manipulatives in the acquisition of double-digit addition and word problem-solving abilities of three elementary students with ASD. Findings indicate that while both interventions produce better outcomes than baseline, the virtual manipulative condition appear to be more supportive than concrete manipulatives.
En ligne :	https://doi.org/10.1177/1088357620986944
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446

[article] Virtual Versus Concrete: A Comparison of Mathematics Manipulatives for Three Elementary Students With Autism [Texte imprimé et/ou numérique] / Jordan SHURR, Auteur ; Emily C. BOUCK, Auteur ; Laura A. BASSETTE, Auteur ; Jiyoon PARK, Auteur . - 2021 . - p.71-82.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 36-2 (June 2021) . - p.71-82

Mots-clés :	autism  mathematics  intervention  manipulatives  elementary  technology
Index. décimale :	PER Périodiques
Résumé :	Basic mathematic skills at the early age are foundational for later learning. Many students with autism spectrum disorder (ASD) struggle in academic learning without sufficient support. Research in the area of concrete manipulatives?tangible representations of abstract concepts?has been found effective. In addition, promising research has emerged in the area of virtual manipulatives?virtual representations of abstract concepts?as tools to support mathematics skill acquisition. Using a multiple baseline across participants with an embedded alternating treatment design, this study presents a replication of previous research comparing the effects of concrete and virtual manipulatives in the acquisition of double-digit addition and word problem-solving abilities of three elementary students with ASD. Findings indicate that while both interventions produce better outcomes than baseline, the virtual manipulative condition appear to be more supportive than concrete manipulatives.
En ligne :	https://doi.org/10.1177/1088357620986944
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446