Using a Virtual-Representational-Abstract Integrated Framework to Teach Multiplicative Problem Solving to Middle School Students with Developmental Disabilities / J. R. ROOT in Journal of Autism and Developmental Disorders, 51-7 (July 2021)  

Public ISBD [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 et/ou numérique 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 et/ou numérique] / 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

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