An Evidence-Based Practice Synthesis of Virtual Manipulatives for Students With ASD and IDD / Holly M. LONG in Focus on Autism and Other Developmental Disabilities, 38-3 (September 2023)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 38-3 (September 2023) . - p.147-157 Titre : An Evidence-Based Practice Synthesis of Virtual Manipulatives for Students With ASD and IDD Type de document : Texte imprimé et/ou numérique Auteurs : Holly M. LONG, Auteur ; Emily C. BOUCK, Auteur ; Hailey KELLY, Auteur Article en page(s) : p.147-157 Langues : Anglais (eng) Mots-clés : autism spectrum disorders;evidence-based practices;special education Index. décimale : PER Périodiques Résumé : Virtual manipulatives are increasingly being used to support students with autism spectrum disorder and intellectual and developmental disability (ASD/IDD), in mathematics. However, to date, virtual manipulatives have not been examined or classified as an evidence-based practice for students with ASD/IDD, despite classifications of virtual manipulatives as evidence-based for students with learning disabilities (LD; Park, Bouck, & Fisher, 2021) and concrete manipulatives as evidence-based for students with ASD/IDD (Spooner et al., 2019). The purpose of this review was to assess the current state of the literature on virtual manipulatives and determine whether virtual manipulatives are an evidence-based practice for students with ASD/IDD. Eighteen of the 24 articles located for the review met quality indicators according to Cook et al. (2014) and presented positive results for the 42 students. The authors of this synthesis concluded virtual manipulatives broadly-and virtual manipulative-based instructional sequences disaggregated-are evidence-based practices in mathematics for students with ASD/IDD. En ligne : http://dx.doi.org/10.1177/10883576221121654 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509 [article] An Evidence-Based Practice Synthesis of Virtual Manipulatives for Students With ASD and IDD [Texte imprimé et/ou numérique] / Holly M. LONG, Auteur ; Emily C. BOUCK, Auteur ; Hailey KELLY, Auteur . - p.147-157. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 38-3 (September 2023) . - p.147-157 Mots-clés : autism spectrum disorders;evidence-based practices;special education Index. décimale : PER Périodiques Résumé : Virtual manipulatives are increasingly being used to support students with autism spectrum disorder and intellectual and developmental disability (ASD/IDD), in mathematics. However, to date, virtual manipulatives have not been examined or classified as an evidence-based practice for students with ASD/IDD, despite classifications of virtual manipulatives as evidence-based for students with learning disabilities (LD; Park, Bouck, & Fisher, 2021) and concrete manipulatives as evidence-based for students with ASD/IDD (Spooner et al., 2019). The purpose of this review was to assess the current state of the literature on virtual manipulatives and determine whether virtual manipulatives are an evidence-based practice for students with ASD/IDD. Eighteen of the 24 articles located for the review met quality indicators according to Cook et al. (2014) and presented positive results for the 42 students. The authors of this synthesis concluded virtual manipulatives broadly-and virtual manipulative-based instructional sequences disaggregated-are evidence-based practices in mathematics for students with ASD/IDD. En ligne : http://dx.doi.org/10.1177/10883576221121654 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509

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