[article] 
inResearch in Autism Spectrum Disorders > 2-4 (October 2008) . - p.716-727

Titre :	Teaching students with autism spectrum disorder and moderate intellectual disabilities to use counting-on strategies to enhance independent purchasing skills
Type de document :	Texte imprimé et/ou numérique
Auteurs :	David F. CIHAK, Auteur ; Joan GRIM, Auteur
Année de publication :	2008
Article en page(s) :	p.716-727
Langues :	Anglais (eng)
Mots-clés :	Autism-spectrum-disorders Mathematics Purchasing-skills Mental-retardation
Index. décimale :	PER Périodiques
Résumé :	The demands of basic math skills often limit the ability of students with autism spectrum disorders to master purchasing skills. This study examined the use of counting-on math skills in conjunction with the next-dollar strategy to enhance independent purchasing skills. Four students with autism and intellectual disabilities successfully acquired and generalized counting-on and next-dollar skills to community settings. Students maintained both skills at a 100% level for up to 6 weeks. Intensifying instruction on functional skills that builds on basic academic skills represents one means of accessing the general education curriculum.
En ligne :	http://dx.doi.org/10.1016/j.rasd.2008.02.006
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=608

[article] Teaching students with autism spectrum disorder and moderate intellectual disabilities to use counting-on strategies to enhance independent purchasing skills [Texte imprimé et/ou numérique] / David F. CIHAK, Auteur ; Joan GRIM, Auteur . - 2008 . - p.716-727.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 2-4 (October 2008) . - p.716-727

Mots-clés :	Autism-spectrum-disorders Mathematics Purchasing-skills Mental-retardation
Index. décimale :	PER Périodiques
Résumé :	The demands of basic math skills often limit the ability of students with autism spectrum disorders to master purchasing skills. This study examined the use of counting-on math skills in conjunction with the next-dollar strategy to enhance independent purchasing skills. Four students with autism and intellectual disabilities successfully acquired and generalized counting-on and next-dollar skills to community settings. Students maintained both skills at a 100% level for up to 6 weeks. Intensifying instruction on functional skills that builds on basic academic skills represents one means of accessing the general education curriculum.
En ligne :	http://dx.doi.org/10.1016/j.rasd.2008.02.006
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=608