Comparing Number Lines and Touch Points to Teach Addition Facts to Students With Autism / David F. CIHAK in Focus on Autism and Other Developmental Disabilities, 23-3 (September 2008)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 23-3 (September 2008) . - p.131-137 Titre : Comparing Number Lines and Touch Points to Teach Addition Facts to Students With Autism Type de document : Texte imprimé et/ou numérique Auteurs : David F. CIHAK, Auteur ; Jennifer L. FOUST, Auteur Année de publication : 2008 Article en page(s) : p.131-137 Langues : Anglais (eng) Mots-clés : autism mathematics computation elementary Index. décimale : PER Périodiques Résumé : Three elementary students with autism were taught single-digit addition problem-solving skills using number and touch-point strategies. Prior to the study, all students were unable to correctly calculate single-digit addition problems. An alternating-treatments design was used to compare the acquisition performance of single-digit addition problem-solving skills. The results indicated that the touch-point strategy was more effective in teaching single-digit addition skills. The touch-point strategy was then replicated using the nonpreferred strategy's content, improving all students' addition skills. En ligne : http://dx.doi.org/10.1177/1088357608318950 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=603 [article] Comparing Number Lines and Touch Points to Teach Addition Facts to Students With Autism [Texte imprimé et/ou numérique] / David F. CIHAK, Auteur ; Jennifer L. FOUST, Auteur . - 2008 . - p.131-137. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 23-3 (September 2008) . - p.131-137 Mots-clés : autism mathematics computation elementary Index. décimale : PER Périodiques Résumé : Three elementary students with autism were taught single-digit addition problem-solving skills using number and touch-point strategies. Prior to the study, all students were unable to correctly calculate single-digit addition problems. An alternating-treatments design was used to compare the acquisition performance of single-digit addition problem-solving skills. The results indicated that the touch-point strategy was more effective in teaching single-digit addition skills. The touch-point strategy was then replicated using the nonpreferred strategy's content, improving all students' addition skills. En ligne : http://dx.doi.org/10.1177/1088357608318950 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=603

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