Comparison of Mathematics Problem-Solving Abilities in Autistic and Non-autistic Children: the Influence of Cognitive Profile / Paula SUÁREZ-PINILLA ; Juncal GOÑI-CERVERA ; Marta SUÁREZ-PINILLA ; Beatriz PAYA in Journal of Autism and Developmental Disorders, 54-1 (January 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-1 (January 2024) . - p.353-365 Titre : Comparison of Mathematics Problem-Solving Abilities in Autistic and Non-autistic Children: the Influence of Cognitive Profile Type de document : Texte imprimé et/ou numérique Auteurs : Paula SUÁREZ-PINILLA, Auteur ; Juncal GOÑI-CERVERA, Auteur ; Marta SUÁREZ-PINILLA, Auteur ; Beatriz PAYA, Auteur Article en page(s) : p.353-365 Index. décimale : PER Périodiques Résumé : This study examines relationships between mathematical problem-solving performance (in terms of strategies used and accuracy) and the main cognitive domains associated with mathematical learning (i.e. executive functions, verbal comprehension and social perception) of children with and without autism spectrum disorder (ASD and non-ASD resp.). The study involved 26 ASD and 26 non-ASD children without intellectual disabilities, between 6 and 12 years old, matched by sex, age and school (grade and classroom). The results show a higher percentage of ASD children with problem solving difficulties than non-ASD (57% vs. 23% resp.). Poor performing ASD children showed comparatively lower scores in inhibition, theory of mind and verbal comprehension. Implications for the design of mathematical interventions for ASD students are discussed. En ligne : https://doi.org/10.1007/s10803-022-05802-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520 [article] Comparison of Mathematics Problem-Solving Abilities in Autistic and Non-autistic Children: the Influence of Cognitive Profile [Texte imprimé et/ou numérique] / Paula SUÁREZ-PINILLA, Auteur ; Juncal GOÑI-CERVERA, Auteur ; Marta SUÁREZ-PINILLA, Auteur ; Beatriz PAYA, Auteur . - p.353-365. in Journal of Autism and Developmental Disorders > 54-1 (January 2024) . - p.353-365 Index. décimale : PER Périodiques Résumé : This study examines relationships between mathematical problem-solving performance (in terms of strategies used and accuracy) and the main cognitive domains associated with mathematical learning (i.e. executive functions, verbal comprehension and social perception) of children with and without autism spectrum disorder (ASD and non-ASD resp.). The study involved 26 ASD and 26 non-ASD children without intellectual disabilities, between 6 and 12 years old, matched by sex, age and school (grade and classroom). The results show a higher percentage of ASD children with problem solving difficulties than non-ASD (57% vs. 23% resp.). Poor performing ASD children showed comparatively lower scores in inhibition, theory of mind and verbal comprehension. Implications for the design of mathematical interventions for ASD students are discussed. En ligne : https://doi.org/10.1007/s10803-022-05802-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520

Teaching Cartesian Product Problem Solving to Students With Autism Spectrum Disorder Using a Conceptual Model-Based Approach / Irene POLO-BLANCO ; Rocío BLANCO ; Juncal GOÑI-CERVERA in Focus on Autism and Other Developmental Disabilities, 38-4 (December 2023)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 38-4 (December 2023) . - p.245-257 Titre : Teaching Cartesian Product Problem Solving to Students With Autism Spectrum Disorder Using a Conceptual Model-Based Approach Type de document : Texte imprimé et/ou numérique Auteurs : Irene POLO-BLANCO, Auteur ; Rocío BLANCO, Auteur ; Juncal GOÑI-CERVERA, Auteur Article en page(s) : p.245-257 Langues : Anglais (eng) Mots-clés : Cartesian product problems  autism spectrum disorder  COMPS  conceptual model-based mathematics problems solving Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder frequently face challenges when learning mathematical concepts. For example, they may have difficulties solving mathematical word problems, in particular Cartesian product problems. This research is a case study with a multiple probe design in which the participants were three Spanish students diagnosed with autism spectrum disorder. A conceptual model-based problem-solving approach adapted to the characteristics of the participants was used to teach them how to solve Cartesian product word problems introduced sequentially in the instruction (first multiplication, then division, and finally both operations). The results show a functional relationship between the intervention and the students' performance. The three participants generalized their learning to two-operation Cartesian product problems (an addition and a multiplication). Moreover, two of them retained what they learned 6 weeks after completing the instruction. The implications for teaching this and other mathematical content to students with autism are discussed. En ligne : https://dx.doi.org/10.1177/10883576221121806 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515 [article] Teaching Cartesian Product Problem Solving to Students With Autism Spectrum Disorder Using a Conceptual Model-Based Approach [Texte imprimé et/ou numérique] / Irene POLO-BLANCO, Auteur ; Rocío BLANCO, Auteur ; Juncal GOÑI-CERVERA, Auteur . - p.245-257. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 38-4 (December 2023) . - p.245-257 Mots-clés : Cartesian product problems  autism spectrum disorder  COMPS  conceptual model-based mathematics problems solving Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder frequently face challenges when learning mathematical concepts. For example, they may have difficulties solving mathematical word problems, in particular Cartesian product problems. This research is a case study with a multiple probe design in which the participants were three Spanish students diagnosed with autism spectrum disorder. A conceptual model-based problem-solving approach adapted to the characteristics of the participants was used to teach them how to solve Cartesian product word problems introduced sequentially in the instruction (first multiplication, then division, and finally both operations). The results show a functional relationship between the intervention and the students' performance. The three participants generalized their learning to two-operation Cartesian product problems (an addition and a multiplication). Moreover, two of them retained what they learned 6 weeks after completing the instruction. The implications for teaching this and other mathematical content to students with autism are discussed. En ligne : https://dx.doi.org/10.1177/10883576221121806 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515

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