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Using 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)
[article]
Titre : Using a Virtual-Representational-Abstract Integrated Framework to Teach Multiplicative Problem Solving to Middle School Students with Developmental Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : J. R. ROOT, Auteur ; S. K. COX, Auteur ; D. GILLEY, Auteur ; T. WADE, Auteur Article en page(s) : p.2284-2296 Langues : Anglais (eng) Mots-clés : Academic Performance/psychology Adolescent Autism Spectrum Disorder/psychology Developmental Disabilities/psychology Education, Special/methods Female Humans Intellectual Disability/psychology Male Mathematical Concepts Mathematics/education Problem Solving Schools Students/psychology Autism Intellectual disability Mathematics Problem solving Index. décimale : PER Périodiques Résumé : Effective instructional strategies to improve mathematical problem solving skills are critically important to student success in both school-based and real-world mathematics tasks. This study reports effects of a Virtual-Representational-Abstract Integrated framework on the mathematical problem solving skills of three middle school students with developmental disabilities (autism spectrum disorder and intellectual disability). All participants improved in their problem solving accuracy when solving multiplicative comparison word problems using realistic double and triple multipliers. Additionally, all participants maintained their mathematical problem solving accuracy after visual supports (graphic organizer) were removed. Detailed findings and implications for future research and practitioners are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04674-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452
in Journal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2284-2296[article] Using a Virtual-Representational-Abstract Integrated Framework to Teach Multiplicative Problem Solving to Middle School Students with Developmental Disabilities [Texte imprimé et/ou numérique] / J. R. ROOT, Auteur ; S. K. COX, Auteur ; D. GILLEY, Auteur ; T. WADE, Auteur . - p.2284-2296.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2284-2296
Mots-clés : Academic Performance/psychology Adolescent Autism Spectrum Disorder/psychology Developmental Disabilities/psychology Education, Special/methods Female Humans Intellectual Disability/psychology Male Mathematical Concepts Mathematics/education Problem Solving Schools Students/psychology Autism Intellectual disability Mathematics Problem solving Index. décimale : PER Périodiques Résumé : Effective instructional strategies to improve mathematical problem solving skills are critically important to student success in both school-based and real-world mathematics tasks. This study reports effects of a Virtual-Representational-Abstract Integrated framework on the mathematical problem solving skills of three middle school students with developmental disabilities (autism spectrum disorder and intellectual disability). All participants improved in their problem solving accuracy when solving multiplicative comparison word problems using realistic double and triple multipliers. Additionally, all participants maintained their mathematical problem solving accuracy after visual supports (graphic organizer) were removed. Detailed findings and implications for future research and practitioners are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04674-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 Associations Between Conceptual Reasoning, Problem Solving, and Adaptive Ability in High-functioning Autism / Diane L. WILLIAMS in Journal of Autism and Developmental Disorders, 44-11 (November 2014)
[article]
Titre : Associations Between Conceptual Reasoning, Problem Solving, and Adaptive Ability in High-functioning Autism Type de document : Texte imprimé et/ou numérique Auteurs : Diane L. WILLIAMS, Auteur ; Carla A. MAZEFSKY, Auteur ; Jon D. WALKER, Auteur ; Nancy J. MINSHEW, Auteur ; Gerald GOLDSTEIN, Auteur Article en page(s) : p.2908-2920 Langues : Anglais (eng) Mots-clés : Autism Conceptual reasoning Problem solving Adaptive behavior Cognitive Index. décimale : PER Périodiques Résumé : Abstract thinking is generally highly correlated with problem-solving ability which is predictive of better adaptive functioning. Measures of conceptual reasoning, an ecologically-valid laboratory measure of problem-solving, and a report measure of adaptive functioning in the natural environment, were administered to children and adults with and without autism. The individuals with autism had weaker conceptual reasoning ability than individuals with typical development of similar age and cognitive ability. For the autism group, their flexible thinking scores were significantly correlated with laboratory measures of strategy formation and rule shifting and with reported overall adaptive behavior but not socialization scores. Therefore, in autism, flexibility of thought is potentially more important for adaptive functioning in the natural environment than conceptual reasoning or problem-solving. En ligne : http://dx.doi.org/10.1007/s10803-014-2190-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241
in Journal of Autism and Developmental Disorders > 44-11 (November 2014) . - p.2908-2920[article] Associations Between Conceptual Reasoning, Problem Solving, and Adaptive Ability in High-functioning Autism [Texte imprimé et/ou numérique] / Diane L. WILLIAMS, Auteur ; Carla A. MAZEFSKY, Auteur ; Jon D. WALKER, Auteur ; Nancy J. MINSHEW, Auteur ; Gerald GOLDSTEIN, Auteur . - p.2908-2920.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-11 (November 2014) . - p.2908-2920
Mots-clés : Autism Conceptual reasoning Problem solving Adaptive behavior Cognitive Index. décimale : PER Périodiques Résumé : Abstract thinking is generally highly correlated with problem-solving ability which is predictive of better adaptive functioning. Measures of conceptual reasoning, an ecologically-valid laboratory measure of problem-solving, and a report measure of adaptive functioning in the natural environment, were administered to children and adults with and without autism. The individuals with autism had weaker conceptual reasoning ability than individuals with typical development of similar age and cognitive ability. For the autism group, their flexible thinking scores were significantly correlated with laboratory measures of strategy formation and rule shifting and with reported overall adaptive behavior but not socialization scores. Therefore, in autism, flexibility of thought is potentially more important for adaptive functioning in the natural environment than conceptual reasoning or problem-solving. En ligne : http://dx.doi.org/10.1007/s10803-014-2190-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241 Brief Report: Problem Solving Therapy in College Students with Autism Spectrum Disorders: Feasibility and Preliminary Efficacy / Cara E. PUGLIESE in Journal of Autism and Developmental Disorders, 44-3 (March 2014)
[article]
Titre : Brief Report: Problem Solving Therapy in College Students with Autism Spectrum Disorders: Feasibility and Preliminary Efficacy Type de document : Texte imprimé et/ou numérique Auteurs : Cara E. PUGLIESE, Auteur ; Susan W. WHITE, Auteur Article en page(s) : p.719-729 Langues : Anglais (eng) Mots-clés : Autism College Intervention Problem solving Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder (ASD), though academically capable, can have difficulty succeeding in college. Evidence-based intervention to promote effective problem solving may improve quality of life, as well as success and satisfaction in college. This study adapted and piloted a group-based cognitive-behavioral intervention program, Problem Solving Skills: 101 (PSS: 101), to teach effective problem solving ability in college students with ASD. Therapists met all treatment integrity objectives across sessions, four of the five participants completed at least eight of the nine sessions, and between-session assignments were generally completed (83 % completion rate), indicating a high level of treatment adherence. Two participants demonstrated reliable improvement post-intervention in problem solving ability and subjective distress. Further evaluation to assess efficacy of the intervention is warranted. En ligne : http://dx.doi.org/10.1007/s10803-013-1914-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225
in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.719-729[article] Brief Report: Problem Solving Therapy in College Students with Autism Spectrum Disorders: Feasibility and Preliminary Efficacy [Texte imprimé et/ou numérique] / Cara E. PUGLIESE, Auteur ; Susan W. WHITE, Auteur . - p.719-729.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.719-729
Mots-clés : Autism College Intervention Problem solving Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder (ASD), though academically capable, can have difficulty succeeding in college. Evidence-based intervention to promote effective problem solving may improve quality of life, as well as success and satisfaction in college. This study adapted and piloted a group-based cognitive-behavioral intervention program, Problem Solving Skills: 101 (PSS: 101), to teach effective problem solving ability in college students with ASD. Therapists met all treatment integrity objectives across sessions, four of the five participants completed at least eight of the nine sessions, and between-session assignments were generally completed (83 % completion rate), indicating a high level of treatment adherence. Two participants demonstrated reliable improvement post-intervention in problem solving ability and subjective distress. Further evaluation to assess efficacy of the intervention is warranted. En ligne : http://dx.doi.org/10.1007/s10803-013-1914-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225 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 Verbal Problem-Solving Difficulties in Autism Spectrum Disorders and Atypical Language Development / Ben ALDERSON-DAY in Autism Research, 7-6 (December 2014)
[article]
Titre : Verbal Problem-Solving Difficulties in Autism Spectrum Disorders and Atypical Language Development Type de document : Texte imprimé et/ou numérique Auteurs : Ben ALDERSON-DAY, Auteur Article en page(s) : p.720-730 Langues : Anglais (eng) Mots-clés : developmental psychology language development executive function problem solving inner speech Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASDs) adopt less efficient strategies than typically developing (TD) peers on the Twenty Questions Task (TQT), a measure of verbal problem-solving skills. Although problems with the TQT are typically associated with executive dysfunction, they have also been reported in children who are deaf, suggesting a role for atypical language development. To test the contribution of language history to ASD problem solving, TQT performance was compared in children with high-functioning autism (HFA), children with Asperger syndrome (AS) and TD children. The HFA group used significantly less efficient strategies than both AS and TD children. No group differences were evident on tests of question understanding, planning or verbal fluency. Potential explanations for differences in verbal problem-solving skill are discussed with reference to the development of inner speech and use of visual strategies in ASD. En ligne : http://dx.doi.org/10.1002/aur.1424 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=256
in Autism Research > 7-6 (December 2014) . - p.720-730[article] Verbal Problem-Solving Difficulties in Autism Spectrum Disorders and Atypical Language Development [Texte imprimé et/ou numérique] / Ben ALDERSON-DAY, Auteur . - p.720-730.
Langues : Anglais (eng)
in Autism Research > 7-6 (December 2014) . - p.720-730
Mots-clés : developmental psychology language development executive function problem solving inner speech Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASDs) adopt less efficient strategies than typically developing (TD) peers on the Twenty Questions Task (TQT), a measure of verbal problem-solving skills. Although problems with the TQT are typically associated with executive dysfunction, they have also been reported in children who are deaf, suggesting a role for atypical language development. To test the contribution of language history to ASD problem solving, TQT performance was compared in children with high-functioning autism (HFA), children with Asperger syndrome (AS) and TD children. The HFA group used significantly less efficient strategies than both AS and TD children. No group differences were evident on tests of question understanding, planning or verbal fluency. Potential explanations for differences in verbal problem-solving skill are discussed with reference to the development of inner speech and use of visual strategies in ASD. En ligne : http://dx.doi.org/10.1002/aur.1424 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=256 Video-Based Intervention in Teaching Fraction Problem-Solving to Students with Autism Spectrum Disorder / Gulnoza YAKUBOVA in Journal of Autism and Developmental Disorders, 45-9 (September 2015)
PermalinkPermalinkImplementation of a multi-family autism transition program in the high school setting / Jocelyn KUHN in Autism, 26-3 (April 2022)
PermalinkIntegrating Measurement-Based Care into Treatment for Autism Spectrum Disorder: Insights from a Community Clinic / T. C. MCFAYDEN in Journal of Autism and Developmental Disorders, 51-10 (October 2021)
PermalinkTeaching addition strategies to students with learning difficulties / Irene POLO-BLANCO in Autism & Developmental Language Impairments, 6 (January-December 2021)
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