An Evidence-Based Practice Synthesis of Virtual Manipulatives for Students With ASD and IDD / Holly 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 Auteurs : Holly 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] / Holly 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

Learning to Make Change Via Virtual Money Manipulative, System of Least Prompts, and Modeling Online / Holly LONG ; Carrielynn O'REILLY in Focus on Autism and Other Developmental Disabilities, 39-3 (September 2024)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 39-3 (September 2024) . - p.187-199 Titre : Learning to Make Change Via Virtual Money Manipulative, System of Least Prompts, and Modeling Online Type de document : texte imprimé Auteurs : Holly LONG, Auteur ; Carrielynn O'REILLY, Auteur Article en page(s) : p.187-199 Langues : Anglais (eng) Mots-clés : high school  functional skills  independence  daily living  skills  special education  intellectual disability Index. décimale : PER Périodiques Résumé : Individuals engage in purchasing skills on a daily basis. Regardless of the curricular focus of secondary students with intellectual and developmental disabilities (IDD; i.e., academic or functional), possession of life skills is important. In this single case design study, researchers examined the provision of online instruction to three U.S. high school students with IDD learning to solve making change with coins problems. Researchers provided students with an intervention package consisting of a virtual money manipulative, modeling, and the system of least prompts (SLP). A functional relation was suggested between the dependent variable of independent accuracy and the intervention package. Students also increased their percentage of task analysis steps completed independently following receipt of the intervention package. All three students maintained their percentage of task analysis steps completed independently and their independent accuracy was higher than baseline. However, generalization to real-life experiences was not examined. En ligne : https://dx.doi.org/10.1177/10883576241230924 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533 [article] Learning to Make Change Via Virtual Money Manipulative, System of Least Prompts, and Modeling Online [texte imprimé] / Holly LONG, Auteur ; Carrielynn O'REILLY, Auteur . - p.187-199. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 39-3 (September 2024) . - p.187-199 Mots-clés : high school  functional skills  independence  daily living  skills  special education  intellectual disability Index. décimale : PER Périodiques Résumé : Individuals engage in purchasing skills on a daily basis. Regardless of the curricular focus of secondary students with intellectual and developmental disabilities (IDD; i.e., academic or functional), possession of life skills is important. In this single case design study, researchers examined the provision of online instruction to three U.S. high school students with IDD learning to solve making change with coins problems. Researchers provided students with an intervention package consisting of a virtual money manipulative, modeling, and the system of least prompts (SLP). A functional relation was suggested between the dependent variable of independent accuracy and the intervention package. Students also increased their percentage of task analysis steps completed independently following receipt of the intervention package. All three students maintained their percentage of task analysis steps completed independently and their independent accuracy was higher than baseline. However, generalization to real-life experiences was not examined. En ligne : https://dx.doi.org/10.1177/10883576241230924 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533

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