[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 :	J. R. ROOT, Auteur ; S. K. COX, Auteur ; D. GILLEY, Auteur ; T. 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] / J. R. ROOT, Auteur ; S. K. COX, Auteur ; D. GILLEY, Auteur ; T. 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