Math Preference and Mastery Relationship in Middle School Students with Autism Spectrum Disorders

Autor/inn/en	Banda, Devender R.; McAfee, James K.; Lee, David L.; Kubina, Richard M., Jr.
Titel	Math Preference and Mastery Relationship in Middle School Students with Autism Spectrum Disorders
Quelle	In: Journal of Behavioral Education, 16 (2007) 3, S.207-223 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-006-9035-5
Schlagwörter	Middle School Students; Pervasive Developmental Disorders; Mathematics Skills; Student Attitudes; Correlation; Mastery Learning; Cognitive Processes; Autism; Arithmetic; Subtraction; Pennsylvania + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Schülerverhalten; Korrelation; Cognitive process; Kognitiver Prozess; Autismus; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Subtraktion
Abstract	We conducted this study to determine the relationship between math preference and mastery for five middle school students with autism spectrum disorders. We randomly presented several math addition and subtraction problem formats to determine the students' preferences. Results indicated that preference was idiosyncratic across students. In addition, preference was not related to mastery in some students. Results are discussed within a theoretical framework of matching law. Implications for practitioners are discussed. (Contains 5 figures, 2 tables and 1 footnote.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10