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Virtual Manipulative-Based Intervention Package to Teach Multiplication and Division to Secondary Students With Developmental Disabilities / Emily C. BOUCK in Focus on Autism and Other Developmental Disabilities, 35-4 (December 2020)
[article]
Titre : Virtual Manipulative-Based Intervention Package to Teach Multiplication and Division to Secondary Students With Developmental Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Emily C. BOUCK, Auteur ; Jordan SHURR, Auteur ; Jiyoon PARK, Auteur Article en page(s) : p.195-207 Langues : Anglais (eng) Mots-clés : middle school age instruction prompts special education Index. décimale : PER Périodiques Résumé : Mathematics instruction for students with intellectual disabilities and autism is important. However, it is imperative for researchers and practitioners to focus on the maintenance of mathematical concepts and not just acquisition for these students. Through a single-case multiple probe across participants study, researchers explored an intervention package consisting of a manipulative-based instructional sequence involving virtual manipulatives and then representations (i.e., drawings; referred to as the virtual-representational instructional sequence), explicit instruction, the system of least prompts, overlearning, and support fading to support students with intellectual disability and autism to acquire and maintain multiplication or division skills. The three middle school students who completed the entire intervention acquired and maintained their targeted mathematics skill—in multiplication or division. The results have implications for use of intervention packages to teach foundational mathematics skills to students with developmental disabilities. En ligne : http://dx.doi.org/10.1177/1088357620943499 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434
in Focus on Autism and Other Developmental Disabilities > 35-4 (December 2020) . - p.195-207[article] Virtual Manipulative-Based Intervention Package to Teach Multiplication and Division to Secondary Students With Developmental Disabilities [Texte imprimé et/ou numérique] / Emily C. BOUCK, Auteur ; Jordan SHURR, Auteur ; Jiyoon PARK, Auteur . - p.195-207.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 35-4 (December 2020) . - p.195-207
Mots-clés : middle school age instruction prompts special education Index. décimale : PER Périodiques Résumé : Mathematics instruction for students with intellectual disabilities and autism is important. However, it is imperative for researchers and practitioners to focus on the maintenance of mathematical concepts and not just acquisition for these students. Through a single-case multiple probe across participants study, researchers explored an intervention package consisting of a manipulative-based instructional sequence involving virtual manipulatives and then representations (i.e., drawings; referred to as the virtual-representational instructional sequence), explicit instruction, the system of least prompts, overlearning, and support fading to support students with intellectual disability and autism to acquire and maintain multiplication or division skills. The three middle school students who completed the entire intervention acquired and maintained their targeted mathematics skill—in multiplication or division. The results have implications for use of intervention packages to teach foundational mathematics skills to students with developmental disabilities. En ligne : http://dx.doi.org/10.1177/1088357620943499 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434