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Deficits in metacognitive monitoring in mathematics assessments in learners with autism spectrum disorder / Mark BROSNAN in Autism, 20-4 (May 2016)
[article]
Titre : Deficits in metacognitive monitoring in mathematics assessments in learners with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Mark BROSNAN, Auteur ; Hilary JOHNSON, Auteur ; Beate GRAWEMEYER, Auteur ; Emma CHAPMAN, Auteur ; Konstantina ANTONIADOU, Auteur ; Melissa HOLLINWORTH, Auteur Article en page(s) : p.463-472 Langues : Anglais (eng) Mots-clés : autism spectrum disorder mathematics learning metacognition Index. décimale : PER Périodiques Résumé : Children and adults with autism spectrum disorder have been found to have deficits in metacognition that could impact upon their learning. This study explored metacognitive monitoring in 28 (23 males and 5 females) participants with autism spectrum disorder and 56 (16 males and 40 females) typically developing controls who were being educated at the same level. Participants were asked a series of mathematics questions. Based upon previous research, after each question they were asked two metacognitive questions: (1) whether they thought they had got the answer correct or not (or ‘don’t know’) and (2) whether they meant to get the answer correct or not (or ‘don’t know’). Participants with autism spectrum disorder were significantly more likely than the typically developing group to erroneously think that they had got an incorrect answer correct. Having made an error, those with autism spectrum disorder were also significantly more likely to report that they had meant to make the error. Different patterns in the types of errors made were also identified between the two groups. Deficits in metacognition were identified for the autism spectrum disorder group in the learning of mathematics. This is consistent with metacognitive research from different contexts and the implications for supporting learning in autism spectrum disorder are discussed. En ligne : http://dx.doi.org/10.1177/1362361315589477 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=287
in Autism > 20-4 (May 2016) . - p.463-472[article] Deficits in metacognitive monitoring in mathematics assessments in learners with autism spectrum disorder [Texte imprimé et/ou numérique] / Mark BROSNAN, Auteur ; Hilary JOHNSON, Auteur ; Beate GRAWEMEYER, Auteur ; Emma CHAPMAN, Auteur ; Konstantina ANTONIADOU, Auteur ; Melissa HOLLINWORTH, Auteur . - p.463-472.
Langues : Anglais (eng)
in Autism > 20-4 (May 2016) . - p.463-472
Mots-clés : autism spectrum disorder mathematics learning metacognition Index. décimale : PER Périodiques Résumé : Children and adults with autism spectrum disorder have been found to have deficits in metacognition that could impact upon their learning. This study explored metacognitive monitoring in 28 (23 males and 5 females) participants with autism spectrum disorder and 56 (16 males and 40 females) typically developing controls who were being educated at the same level. Participants were asked a series of mathematics questions. Based upon previous research, after each question they were asked two metacognitive questions: (1) whether they thought they had got the answer correct or not (or ‘don’t know’) and (2) whether they meant to get the answer correct or not (or ‘don’t know’). Participants with autism spectrum disorder were significantly more likely than the typically developing group to erroneously think that they had got an incorrect answer correct. Having made an error, those with autism spectrum disorder were also significantly more likely to report that they had meant to make the error. Different patterns in the types of errors made were also identified between the two groups. Deficits in metacognition were identified for the autism spectrum disorder group in the learning of mathematics. This is consistent with metacognitive research from different contexts and the implications for supporting learning in autism spectrum disorder are discussed. En ligne : http://dx.doi.org/10.1177/1362361315589477 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=287 Effective Mathematics Instruction for Students With Moderate and Severe Disabilities: A Review of the Literature / Jessica A. BOWMAN in Focus on Autism and Other Developmental Disabilities, 34-4 (December 2019)
[article]
Titre : Effective Mathematics Instruction for Students With Moderate and Severe Disabilities: A Review of the Literature Type de document : Texte imprimé et/ou numérique Auteurs : Jessica A. BOWMAN, Auteur ; John MCDONNELL, Auteur ; Joanna H. RYAN, Auteur ; Olivia FUDGE-COLEMAN, Auteur Article en page(s) : p.195-204 Langues : Anglais (eng) Mots-clés : mathematics instruction access to the general curriculum intellectual disability autism moderate disability severe disability concrete representations manipulatives anchored instruction math stories in vivo systematic instruction technology Index. décimale : PER Périodiques Résumé : Educational programs for students with moderate and severe disabilities (MSD) have undergone drastic changes since the mandate for access to the general curriculum was provided by Individuals With Disabilities Education Act. Since then, educators have struggled to find methods to use to promote optimal learning, including in the area of mathematics. The purpose of this systematic literature review was to provide an update on research related to teaching mathematics to students with MSD published from 2005 to 2017. Results from the included studies indicated that mathematics research has started to diversify in the skills that are being taught to this population. In addition to skills taught, current research has continued to inform the field on some promising methods that can be used to teach a broader range of mathematics skills. Emerging strategies that were identified included the use of concrete representations, anchored instruction, and instructional technology. Suggestions for future research are discussed. En ligne : https://doi.org/10.1177/1088357619827932 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410
in Focus on Autism and Other Developmental Disabilities > 34-4 (December 2019) . - p.195-204[article] Effective Mathematics Instruction for Students With Moderate and Severe Disabilities: A Review of the Literature [Texte imprimé et/ou numérique] / Jessica A. BOWMAN, Auteur ; John MCDONNELL, Auteur ; Joanna H. RYAN, Auteur ; Olivia FUDGE-COLEMAN, Auteur . - p.195-204.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 34-4 (December 2019) . - p.195-204
Mots-clés : mathematics instruction access to the general curriculum intellectual disability autism moderate disability severe disability concrete representations manipulatives anchored instruction math stories in vivo systematic instruction technology Index. décimale : PER Périodiques Résumé : Educational programs for students with moderate and severe disabilities (MSD) have undergone drastic changes since the mandate for access to the general curriculum was provided by Individuals With Disabilities Education Act. Since then, educators have struggled to find methods to use to promote optimal learning, including in the area of mathematics. The purpose of this systematic literature review was to provide an update on research related to teaching mathematics to students with MSD published from 2005 to 2017. Results from the included studies indicated that mathematics research has started to diversify in the skills that are being taught to this population. In addition to skills taught, current research has continued to inform the field on some promising methods that can be used to teach a broader range of mathematics skills. Emerging strategies that were identified included the use of concrete representations, anchored instruction, and instructional technology. Suggestions for future research are discussed. En ligne : https://doi.org/10.1177/1088357619827932 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410 Evidence for shared genetic risk between ADHD symptoms and reduced mathematics ability: a twin study / Corina U. GREVEN in Journal of Child Psychology and Psychiatry, 55-1 (January 2014)
[article]
Titre : Evidence for shared genetic risk between ADHD symptoms and reduced mathematics ability: a twin study Type de document : Texte imprimé et/ou numérique Auteurs : Corina U. GREVEN, Auteur ; Yulia KOVAS, Auteur ; Erik G. WILLCUTT, Auteur ; Stephen A. PETRILL, Auteur ; Robert PLOMIN, Auteur Article en page(s) : p.39-48 Langues : Anglais (eng) Mots-clés : ADHD mathematics twin study genetics reading general cognitive ability Index. décimale : PER Périodiques Résumé : Background Attention-deficit/hyperactivity disorder (ADHD) symptoms and mathematics ability are associated, but little is known about the genetic and environmental influences underlying this association. Methods Data came from more than 6,000 twelve-year-old twin pairs from the UK population-representative Twins Early Development Study. Parents rated each twin's behaviour using a DSM-IV-based 18-item questionnaire of inattentive and hyperactive–impulsive ADHD symptoms. Mathematics tests based on the UK National Curriculum were completed by each twin. The twins also completed standardised tests of reading and general cognitive ability. Multivariate twin model fitting was applied. Results Inattentive and hyperactive–impulsive ADHD symptoms were highly heritable (67% and 73% respectively). Mathematics ability was moderately heritable (46%). Mathematics ability and inattentiveness showed a significantly greater phenotypic correlation (rp = ?.26) and genetic correlation (rA = ?.41) than mathematics ability and hyperactivity–impulsivity (rp = ?.18; rA = ?.22). The genetic correlation between inattentiveness and mathematics ability was largely independent from hyperactivity-impulsivity, and was only partially accounted for by genetic influences related to reading and general cognitive ability. Conclusions Results revealed the novel finding that mathematics ability shows significantly stronger phenotypic and genetic associations with inattentiveness than with hyperactivity–impulsivity. Genetic associations between inattentiveness and mathematics ability could only partially be accounted for by hyperactivity–impulsivity, reading and general cognitive ability. Results suggest that mathematics ability is associated with ADHD symptoms largely because it shares genetic risk factors with inattentiveness, and provide further evidence for considering inattentiveness and hyperactivity–impulsivity separately. DNA markers for ADHD symptoms (especially inattentiveness) may also be candidate risk factors for mathematics ability and vice versa. En ligne : http://dx.doi.org/10.1111/jcpp.12090 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=220
in Journal of Child Psychology and Psychiatry > 55-1 (January 2014) . - p.39-48[article] Evidence for shared genetic risk between ADHD symptoms and reduced mathematics ability: a twin study [Texte imprimé et/ou numérique] / Corina U. GREVEN, Auteur ; Yulia KOVAS, Auteur ; Erik G. WILLCUTT, Auteur ; Stephen A. PETRILL, Auteur ; Robert PLOMIN, Auteur . - p.39-48.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 55-1 (January 2014) . - p.39-48
Mots-clés : ADHD mathematics twin study genetics reading general cognitive ability Index. décimale : PER Périodiques Résumé : Background Attention-deficit/hyperactivity disorder (ADHD) symptoms and mathematics ability are associated, but little is known about the genetic and environmental influences underlying this association. Methods Data came from more than 6,000 twelve-year-old twin pairs from the UK population-representative Twins Early Development Study. Parents rated each twin's behaviour using a DSM-IV-based 18-item questionnaire of inattentive and hyperactive–impulsive ADHD symptoms. Mathematics tests based on the UK National Curriculum were completed by each twin. The twins also completed standardised tests of reading and general cognitive ability. Multivariate twin model fitting was applied. Results Inattentive and hyperactive–impulsive ADHD symptoms were highly heritable (67% and 73% respectively). Mathematics ability was moderately heritable (46%). Mathematics ability and inattentiveness showed a significantly greater phenotypic correlation (rp = ?.26) and genetic correlation (rA = ?.41) than mathematics ability and hyperactivity–impulsivity (rp = ?.18; rA = ?.22). The genetic correlation between inattentiveness and mathematics ability was largely independent from hyperactivity-impulsivity, and was only partially accounted for by genetic influences related to reading and general cognitive ability. Conclusions Results revealed the novel finding that mathematics ability shows significantly stronger phenotypic and genetic associations with inattentiveness than with hyperactivity–impulsivity. Genetic associations between inattentiveness and mathematics ability could only partially be accounted for by hyperactivity–impulsivity, reading and general cognitive ability. Results suggest that mathematics ability is associated with ADHD symptoms largely because it shares genetic risk factors with inattentiveness, and provide further evidence for considering inattentiveness and hyperactivity–impulsivity separately. DNA markers for ADHD symptoms (especially inattentiveness) may also be candidate risk factors for mathematics ability and vice versa. En ligne : http://dx.doi.org/10.1111/jcpp.12090 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=220 Schema-Based Strategy Instruction in Mathematics and the Word Problem-Solving Performance of a Student With Autism / Sarah B. ROCKWELL in Focus on Autism and Other Developmental Disabilities, 26-2 (June 2011)
[article]
Titre : Schema-Based Strategy Instruction in Mathematics and the Word Problem-Solving Performance of a Student With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Sarah B. ROCKWELL, Auteur ; Cynthia C. GRIFFIN, Auteur ; Hazel A. JONES, Auteur Année de publication : 2011 Langues : Anglais (eng) Mots-clés : autism mathematics problem solving schema-based instruction Index. décimale : PER Périodiques Résumé : The purpose of this study was to provide preliminary results on the use of schema-based strategy instruction to teach addition and subtraction word problem solving to a fourth grade student with autism. The student was taught to use schematic diagrams to solve three types of addition and subtraction word problems. A multiple probes across behaviors single-case design was used, with solving each of the three problem types treated as a separate behavior. Interpretation of results indicated that the participant’s ability to solve all types of one-step addition and subtraction word problems improved following instruction. Improvement also generalized to problems with unknowns in the initial and medial position and was maintained over time. En ligne : http://dx.doi.org/10.1177/1088357611405039 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=127
in Focus on Autism and Other Developmental Disabilities > 26-2 (June 2011)[article] Schema-Based Strategy Instruction in Mathematics and the Word Problem-Solving Performance of a Student With Autism [Texte imprimé et/ou numérique] / Sarah B. ROCKWELL, Auteur ; Cynthia C. GRIFFIN, Auteur ; Hazel A. JONES, Auteur . - 2011.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 26-2 (June 2011)
Mots-clés : autism mathematics problem solving schema-based instruction Index. décimale : PER Périodiques Résumé : The purpose of this study was to provide preliminary results on the use of schema-based strategy instruction to teach addition and subtraction word problem solving to a fourth grade student with autism. The student was taught to use schematic diagrams to solve three types of addition and subtraction word problems. A multiple probes across behaviors single-case design was used, with solving each of the three problem types treated as a separate behavior. Interpretation of results indicated that the participant’s ability to solve all types of one-step addition and subtraction word problems improved following instruction. Improvement also generalized to problems with unknowns in the initial and medial position and was maintained over time. En ligne : http://dx.doi.org/10.1177/1088357611405039 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=127 Supporting metacognitive monitoring in mathematics learning for young people with autism spectrum disorder: A classroom-based study / K. MARAS in Autism, 23-1 (January 2019)
[article]
Titre : Supporting metacognitive monitoring in mathematics learning for young people with autism spectrum disorder: A classroom-based study Type de document : Texte imprimé et/ou numérique Auteurs : K. MARAS, Auteur ; T. GAMBLE, Auteur ; Mark BROSNAN, Auteur Article en page(s) : p.60-70 Langues : Anglais (eng) Mots-clés : autism spectrum disorder education learning mathematics metacognition elementary-school-children self-regulation academic-achievement metamemory students interrelations interventions metaanalysis adolescents knowledge Psychology Index. décimale : PER Périodiques Résumé : Previous research suggests impaired metacognitive monitoring and mathematics under-achievement in autism spectrum disorder. Within educational settings, metacognitive monitoring is supported through the provision of feedback (e.g. with goal reminders and by explicitly correcting errors). Given the strength of the relationship between metacognition, learning and educational attainment, this research tested new computer-based metacognitive support (the 'Maths Challenge') for mathematics learners with autism spectrum disorder within the context of their classroom. The Maths Challenge required learners to engage in metacognitive monitoring before and after answering each question (e.g. intentions and judgements of accuracy) and negotiate with the system the level of difficulty. Forty secondary school children with autism spectrum disorder and 95 typically developing learners completed the Maths Challenge in either a Feedback condition, with metacognitive monitoring support regarding the accuracy of their answers, goal reminders and strategy support, or with No Feedback. Contrary to previous findings, learners with autism showed an undiminished ability to detect errors. They did, however, demonstrate reduced cohesion between their pre- and post-test intentions. Crucially, support from the Feedback condition significantly improved task performance for both groups. Findings highlight important implications for educational interventions regarding the provision of metacognitive support for learners with autism to ameliorate under-performance in mathematics within the classroom. En ligne : http://dx.doi.org/10.1177/1362361317722028 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379
in Autism > 23-1 (January 2019) . - p.60-70[article] Supporting metacognitive monitoring in mathematics learning for young people with autism spectrum disorder: A classroom-based study [Texte imprimé et/ou numérique] / K. MARAS, Auteur ; T. GAMBLE, Auteur ; Mark BROSNAN, Auteur . - p.60-70.
Langues : Anglais (eng)
in Autism > 23-1 (January 2019) . - p.60-70
Mots-clés : autism spectrum disorder education learning mathematics metacognition elementary-school-children self-regulation academic-achievement metamemory students interrelations interventions metaanalysis adolescents knowledge Psychology Index. décimale : PER Périodiques Résumé : Previous research suggests impaired metacognitive monitoring and mathematics under-achievement in autism spectrum disorder. Within educational settings, metacognitive monitoring is supported through the provision of feedback (e.g. with goal reminders and by explicitly correcting errors). Given the strength of the relationship between metacognition, learning and educational attainment, this research tested new computer-based metacognitive support (the 'Maths Challenge') for mathematics learners with autism spectrum disorder within the context of their classroom. The Maths Challenge required learners to engage in metacognitive monitoring before and after answering each question (e.g. intentions and judgements of accuracy) and negotiate with the system the level of difficulty. Forty secondary school children with autism spectrum disorder and 95 typically developing learners completed the Maths Challenge in either a Feedback condition, with metacognitive monitoring support regarding the accuracy of their answers, goal reminders and strategy support, or with No Feedback. Contrary to previous findings, learners with autism showed an undiminished ability to detect errors. They did, however, demonstrate reduced cohesion between their pre- and post-test intentions. Crucially, support from the Feedback condition significantly improved task performance for both groups. Findings highlight important implications for educational interventions regarding the provision of metacognitive support for learners with autism to ameliorate under-performance in mathematics within the classroom. En ligne : http://dx.doi.org/10.1177/1362361317722028 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379 Virtual and Concrete Manipulatives: A Comparison of Approaches for Solving Mathematics Problems for Students with Autism Spectrum Disorder / Emily C. BOUCK in Journal of Autism and Developmental Disorders, 44-1 (January 2014)
PermalinkVirtual Versus Concrete: A Comparison of Mathematics Manipulatives for Three Elementary Students With Autism / Jordan SHURR in Focus on Autism and Other Developmental Disabilities, 36-2 (June 2021)
PermalinkUsing 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)
PermalinkPermalinkEditorial: Is there a core deficit in specific learning disabilities? / A. LERVAG in Journal of Child Psychology and Psychiatry, 62-6 (June 2021)
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