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Teaching addition strategies to students with learning difficulties / Irene POLO-BLANCO in Autism & Developmental Language Impairments, 6 (January-December 2021)
[article]
Titre : Teaching addition strategies to students with learning difficulties Type de document : Texte imprimé et/ou numérique Auteurs : Irene POLO-BLANCO, Auteur ; Eva M. GONZÁLEZ LÓPEZ, Auteur Article en page(s) : 23969415211045324 Langues : Anglais (eng) Mots-clés : Mathematics learning difficulties microgenetic problem solving strategies. Index. décimale : PER Périodiques Résumé : Background & aimsIn recent years, there has been an increased interest in analyzing the mathematical performance of students with learning difficulties in order to provide them with teaching methods adapted to their needs. In particular, the importance of studying the type of informal strategy that students use when solving problems has been highlighted. Observing how these strategies emerge and develop in children with learning difficulties is crucial, as it allows us to understand how they develop a subsequent understanding of arithmetic operations. In this paper we study the effect of explicit instruction in addition strategies, focusing on the minimum addend strategy, and analyze the difficulties that arise during this process.MethodsAn adapted multiple-probe design across students with a microgenetic approach was employed to assess the effectiveness of the teaching instruction and the acquisition of the minimum addend strategy while solving addition word problems. The participants were three primary-school children (two boys and one girl) with learning difficulties, one of them diagnosed with autism spectrum disorder. The instruction on the minimum addend strategy was sequenced into levels of abstraction based on the addends represented with and without manipulatives.ResultsThe results show that the three participants were able to acquire the minimum addend strategy and transfer it to two-step problems. They all showed difficulties during the instructional process, with quantity comparison difficulties predominating. The instruction provided to address these and other difficulties is detailed for each participant.ConclusionsThe teaching of the minimum addend strategy has proven effective, and all three students acquired it throughout the instruction. The results concerning the student diagnosed with autism spectrum disorder are especially interesting given the lack of studies that focus on the strategies employed by students with this disorder to solve arithmetic problems. In this sense, the use of the microgenetic approach was especially useful to observe the type of spontaneous strategies used by this participant, and how they varied in response to the instruction.ImplicationsEach study participant faced different difficulties and needed different periods of time to assimilate the new strategy. Conclusions are drawn for educators to help children with learning difficulties advance to more sophisticated strategies, so they can acquire these and subsequent mathematical concepts. En ligne : http://dx.doi.org/10.1177/23969415211045324 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459
in Autism & Developmental Language Impairments > 6 (January-December 2021) . - 23969415211045324[article] Teaching addition strategies to students with learning difficulties [Texte imprimé et/ou numérique] / Irene POLO-BLANCO, Auteur ; Eva M. GONZÁLEZ LÓPEZ, Auteur . - 23969415211045324.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 6 (January-December 2021) . - 23969415211045324
Mots-clés : Mathematics learning difficulties microgenetic problem solving strategies. Index. décimale : PER Périodiques Résumé : Background & aimsIn recent years, there has been an increased interest in analyzing the mathematical performance of students with learning difficulties in order to provide them with teaching methods adapted to their needs. In particular, the importance of studying the type of informal strategy that students use when solving problems has been highlighted. Observing how these strategies emerge and develop in children with learning difficulties is crucial, as it allows us to understand how they develop a subsequent understanding of arithmetic operations. In this paper we study the effect of explicit instruction in addition strategies, focusing on the minimum addend strategy, and analyze the difficulties that arise during this process.MethodsAn adapted multiple-probe design across students with a microgenetic approach was employed to assess the effectiveness of the teaching instruction and the acquisition of the minimum addend strategy while solving addition word problems. The participants were three primary-school children (two boys and one girl) with learning difficulties, one of them diagnosed with autism spectrum disorder. The instruction on the minimum addend strategy was sequenced into levels of abstraction based on the addends represented with and without manipulatives.ResultsThe results show that the three participants were able to acquire the minimum addend strategy and transfer it to two-step problems. They all showed difficulties during the instructional process, with quantity comparison difficulties predominating. The instruction provided to address these and other difficulties is detailed for each participant.ConclusionsThe teaching of the minimum addend strategy has proven effective, and all three students acquired it throughout the instruction. The results concerning the student diagnosed with autism spectrum disorder are especially interesting given the lack of studies that focus on the strategies employed by students with this disorder to solve arithmetic problems. In this sense, the use of the microgenetic approach was especially useful to observe the type of spontaneous strategies used by this participant, and how they varied in response to the instruction.ImplicationsEach study participant faced different difficulties and needed different periods of time to assimilate the new strategy. Conclusions are drawn for educators to help children with learning difficulties advance to more sophisticated strategies, so they can acquire these and subsequent mathematical concepts. En ligne : http://dx.doi.org/10.1177/23969415211045324 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459 Distinguishing Serious and Playful Fighting by Children with Learning Disabilities and Nondisabled Children / Dabie NABUZOKA in Journal of Child Psychology and Psychiatry, 40-6 (September 1999)
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Titre : Distinguishing Serious and Playful Fighting by Children with Learning Disabilities and Nondisabled Children Type de document : Texte imprimé et/ou numérique Auteurs : Dabie NABUZOKA, Auteur ; Peter K. SMITH, Auteur Année de publication : 1999 Article en page(s) : p.883-890 Langues : Anglais (eng) Mots-clés : Disability learning difficulties play social behaviour social cognition roughand-tumble Index. décimale : PER Périodiques Résumé : The ability to distinguish serious from playful fighting by two groups of children with learning disabilities (LD) (mean age=9.3 and 11.8 years) and non-LD children (mean age = 10.1 years) was examined. Children with LD were generally able to make this distinction, with older children being more accurate. However, the performance of children with LD was not as high as that of non-LD children: they used a smaller range of criteria ; some criteria were used significantly less ; and they were much more likely not to give any reason for the judgements made. On the other hand, the order in frequency of those criteria cited was similar for both non-LD children and children with LD. Physical actions of the participants, and inference about actions and/or intent were the most frequently cited criteria. These findings indicate that although children with LD use fewer social cues, and are less accurate in making judgements about the nature of behavioural episodes, the acquisition of the meaning of particular cues may follow the same sequence as for non-LD children. Possible delays in the social cognitive development of children with LD, and their implications for the social adjustment of these children, are discussed. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124
in Journal of Child Psychology and Psychiatry > 40-6 (September 1999) . - p.883-890[article] Distinguishing Serious and Playful Fighting by Children with Learning Disabilities and Nondisabled Children [Texte imprimé et/ou numérique] / Dabie NABUZOKA, Auteur ; Peter K. SMITH, Auteur . - 1999 . - p.883-890.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 40-6 (September 1999) . - p.883-890
Mots-clés : Disability learning difficulties play social behaviour social cognition roughand-tumble Index. décimale : PER Périodiques Résumé : The ability to distinguish serious from playful fighting by two groups of children with learning disabilities (LD) (mean age=9.3 and 11.8 years) and non-LD children (mean age = 10.1 years) was examined. Children with LD were generally able to make this distinction, with older children being more accurate. However, the performance of children with LD was not as high as that of non-LD children: they used a smaller range of criteria ; some criteria were used significantly less ; and they were much more likely not to give any reason for the judgements made. On the other hand, the order in frequency of those criteria cited was similar for both non-LD children and children with LD. Physical actions of the participants, and inference about actions and/or intent were the most frequently cited criteria. These findings indicate that although children with LD use fewer social cues, and are less accurate in making judgements about the nature of behavioural episodes, the acquisition of the meaning of particular cues may follow the same sequence as for non-LD children. Possible delays in the social cognitive development of children with LD, and their implications for the social adjustment of these children, are discussed. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124 Pragmatic Language and School Related Linguistic Abilities in Siblings of Children with Autism / Noa BEN-YIZHAK in Journal of Autism and Developmental Disorders, 41-6 (June 2011)
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Titre : Pragmatic Language and School Related Linguistic Abilities in Siblings of Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Noa BEN-YIZHAK, Auteur ; Nurit YIRMIYA, Auteur ; Ifat SEIDMAN, Auteur ; Raaya ALON, Auteur ; Catherine LORD, Auteur ; Marian SIGMAN, Auteur Année de publication : 2011 Article en page(s) : p.750-760 Langues : Anglais (eng) Mots-clés : Autism Siblings Broad autism phenotype Language Pragmatics Learning difficulties Index. décimale : PER Périodiques Résumé : Siblings of probands with autism spectrum disorders are at higher risk for developing the broad autism phenotype (BAP). We compared the linguistic abilities (i.e., pragmatic language, school achievements, and underling reading processes) of 35 school-age siblings of children with autism (SIBS-A) to those of 42 siblings of children with typical development. Results indicated lower pragmatic abilities in a subgroup of SIBS-A identified with BAP related difficulties (SIBS-A-BAP) whereas school achievements and reading processes were intact. Furthermore, among SIBS-A-BAP, significant negative correlations emerged between the severity scores on the Autism Diagnostic Observation Schedule and full and verbal IQ scores. These results are discussed in the context of the developmental trajectories of SIBS-A and in relation to the BAP. En ligne : http://dx.doi.org/10.1007/s10803-010-1096-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=127
in Journal of Autism and Developmental Disorders > 41-6 (June 2011) . - p.750-760[article] Pragmatic Language and School Related Linguistic Abilities in Siblings of Children with Autism [Texte imprimé et/ou numérique] / Noa BEN-YIZHAK, Auteur ; Nurit YIRMIYA, Auteur ; Ifat SEIDMAN, Auteur ; Raaya ALON, Auteur ; Catherine LORD, Auteur ; Marian SIGMAN, Auteur . - 2011 . - p.750-760.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 41-6 (June 2011) . - p.750-760
Mots-clés : Autism Siblings Broad autism phenotype Language Pragmatics Learning difficulties Index. décimale : PER Périodiques Résumé : Siblings of probands with autism spectrum disorders are at higher risk for developing the broad autism phenotype (BAP). We compared the linguistic abilities (i.e., pragmatic language, school achievements, and underling reading processes) of 35 school-age siblings of children with autism (SIBS-A) to those of 42 siblings of children with typical development. Results indicated lower pragmatic abilities in a subgroup of SIBS-A identified with BAP related difficulties (SIBS-A-BAP) whereas school achievements and reading processes were intact. Furthermore, among SIBS-A-BAP, significant negative correlations emerged between the severity scores on the Autism Diagnostic Observation Schedule and full and verbal IQ scores. These results are discussed in the context of the developmental trajectories of SIBS-A and in relation to the BAP. En ligne : http://dx.doi.org/10.1007/s10803-010-1096-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=127 Speaking like a scientist: A multiple case study on sketch and speak intervention to improve expository discourse / Amy K. PETERSON in Autism & Developmental Language Impairments, 6 (January-December 2021)
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Titre : Speaking like a scientist: A multiple case study on sketch and speak intervention to improve expository discourse Type de document : Texte imprimé et/ou numérique Auteurs : Amy K. PETERSON, Auteur ; Teresa A. UKRAINETZ, Auteur ; RJ RISUEÑO, Auteur Article en page(s) : 2396941521998604 Langues : Anglais (eng) Mots-clés : Language impairment/disorder school-age children learning difficulties literacy speech and language therapy Index. décimale : PER Périodiques Résumé : PurposeThis descriptive multiple case study examined the effects of a contextualized expository strategy intervention on supported and independent note-taking, verbal rehearsal, and reporting skills for three elementary students with language disorders.MethodTwo 9-year-old fourth grade students and one 11-year-old sixth grade student with language disorders participated. The intervention was delivered as sixteen individual 20-minute sessions across nine weeks by the school speech-language pathologist. Students learned to take written and pictographic notes from expository texts and use verbal formulation and rehearsal of individual sentences and whole reports in varied learning contexts. To explore both emergent and independent accomplishments, performance was examined in final intervention session presentations and pre/post intervention testing.ResultsFollowing the intervention, all three students effectively used notes and verbal rehearsal to prepare and present fluent, organized, accurate, confident oral reports to an audience. From pre- to post-test, the students showed a range of improvements in the quality of notes, use of verbal rehearsal, holistic quality of oral and written reporting, and strategy awareness.ConclusionsSketch and Speak shows potential as an expository intervention for students who struggle with academic language learning. The results support further examination of this intervention for supported strategy use by younger students and independent use by older students. En ligne : http://dx.doi.org/10.1177/2396941521998604 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459
in Autism & Developmental Language Impairments > 6 (January-December 2021) . - 2396941521998604[article] Speaking like a scientist: A multiple case study on sketch and speak intervention to improve expository discourse [Texte imprimé et/ou numérique] / Amy K. PETERSON, Auteur ; Teresa A. UKRAINETZ, Auteur ; RJ RISUEÑO, Auteur . - 2396941521998604.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 6 (January-December 2021) . - 2396941521998604
Mots-clés : Language impairment/disorder school-age children learning difficulties literacy speech and language therapy Index. décimale : PER Périodiques Résumé : PurposeThis descriptive multiple case study examined the effects of a contextualized expository strategy intervention on supported and independent note-taking, verbal rehearsal, and reporting skills for three elementary students with language disorders.MethodTwo 9-year-old fourth grade students and one 11-year-old sixth grade student with language disorders participated. The intervention was delivered as sixteen individual 20-minute sessions across nine weeks by the school speech-language pathologist. Students learned to take written and pictographic notes from expository texts and use verbal formulation and rehearsal of individual sentences and whole reports in varied learning contexts. To explore both emergent and independent accomplishments, performance was examined in final intervention session presentations and pre/post intervention testing.ResultsFollowing the intervention, all three students effectively used notes and verbal rehearsal to prepare and present fluent, organized, accurate, confident oral reports to an audience. From pre- to post-test, the students showed a range of improvements in the quality of notes, use of verbal rehearsal, holistic quality of oral and written reporting, and strategy awareness.ConclusionsSketch and Speak shows potential as an expository intervention for students who struggle with academic language learning. The results support further examination of this intervention for supported strategy use by younger students and independent use by older students. En ligne : http://dx.doi.org/10.1177/2396941521998604 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459 Annual Research Review: The transdiagnostic revolution in neurodevelopmental disorders / Duncan E. ASTLE in Journal of Child Psychology and Psychiatry, 63-4 (April 2022)
[article]
Titre : Annual Research Review: The transdiagnostic revolution in neurodevelopmental disorders Type de document : Texte imprimé et/ou numérique Auteurs : Duncan E. ASTLE, Auteur ; Joni HOLMES, Auteur ; Rogier. KIEVIT, Auteur ; Susan E. GATHERCOLE, Auteur Article en page(s) : p.397-417 Langues : Anglais (eng) Mots-clés : Adhd Autism Developmental Language Disorder Neurodevelopmental disorders learning difficulties working memory Index. décimale : PER Périodiques Résumé : Practitioners frequently use diagnostic criteria to identify children with neurodevelopmental disorders and to guide intervention decisions. These criteria also provide the organising framework for much of the research focussing on these disorders. Study design, recruitment, analysis and theory are largely built on the assumption that diagnostic criteria reflect an underlying reality. However, there is growing concern that this assumption may not be a valid and that an alternative transdiagnostic approach may better serve our understanding of this large heterogeneous population of young people. This review draws on important developments over the past decade that have set the stage for much-needed breakthroughs in understanding neurodevelopmental disorders. We evaluate contemporary approaches to study design and recruitment, review the use of data-driven methods to characterise cognition, behaviour and neurobiology, and consider what alternative transdiagnostic models could mean for children and families. This review concludes that an overreliance on ill-fitting diagnostic criteria is impeding progress towards identifying the barriers that children encounter, understanding underpinning mechanisms and finding the best route to supporting them. En ligne : http://dx.doi.org/10.1111/jcpp.13481 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475
in Journal of Child Psychology and Psychiatry > 63-4 (April 2022) . - p.397-417[article] Annual Research Review: The transdiagnostic revolution in neurodevelopmental disorders [Texte imprimé et/ou numérique] / Duncan E. ASTLE, Auteur ; Joni HOLMES, Auteur ; Rogier. KIEVIT, Auteur ; Susan E. GATHERCOLE, Auteur . - p.397-417.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 63-4 (April 2022) . - p.397-417
Mots-clés : Adhd Autism Developmental Language Disorder Neurodevelopmental disorders learning difficulties working memory Index. décimale : PER Périodiques Résumé : Practitioners frequently use diagnostic criteria to identify children with neurodevelopmental disorders and to guide intervention decisions. These criteria also provide the organising framework for much of the research focussing on these disorders. Study design, recruitment, analysis and theory are largely built on the assumption that diagnostic criteria reflect an underlying reality. However, there is growing concern that this assumption may not be a valid and that an alternative transdiagnostic approach may better serve our understanding of this large heterogeneous population of young people. This review draws on important developments over the past decade that have set the stage for much-needed breakthroughs in understanding neurodevelopmental disorders. We evaluate contemporary approaches to study design and recruitment, review the use of data-driven methods to characterise cognition, behaviour and neurobiology, and consider what alternative transdiagnostic models could mean for children and families. This review concludes that an overreliance on ill-fitting diagnostic criteria is impeding progress towards identifying the barriers that children encounter, understanding underpinning mechanisms and finding the best route to supporting them. En ligne : http://dx.doi.org/10.1111/jcpp.13481 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475