The Role of Joint Control in Teaching Math Skills to Students with Autism

Autor/in	Naccarelli, Amy Lynn
Titel	The Role of Joint Control in Teaching Math Skills to Students with Autism
Quelle	(2018), (118 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Gwynedd Mercy University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4384-9433-6
Schlagwörter	Hochschulschrift; Dissertation; Numbers; Number Concepts; Role; Teaching Methods; Mathematics Skills; Mathematics Instruction; Autism; Pervasive Developmental Disorders; Teacher Effectiveness; Stimuli + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Zahlenraum; Number concept; Zahlbegriff; Rollen; Teaching method; Lehrmethode; Unterrichtsmethode; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Autismus; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Anreizsystem
Abstract	This study evaluated the effectiveness of a teaching procedure derived from an analysis of joint control to teach math skills to students with autism spectrum disorder. Given the limited amount of evidence on teaching procedures derived from the analysis of joint control to teach students with autism, additional investigations on this topic were warranted. Two participants were taught to count a specific number of items from a larger set using a joint control training procedure. Participants were trained to emit a self-echoic rehearsal response. The study utilized a multiple-probe-across-participants design. The effects of the joint control training procedure were measured by tracking the cumulative number of trained and untrained responses acquired. Probe data were collected across all conditions of the study. Procedural fidelity data were also collected to ensure the procedures were reliably implemented. The results of the study were presented through line graphs showing the rate of skill acquisition for each participant for trained and untrained responses. This study expanded upon the existing literature on the analysis of joint control. Data from this study suggested that students with autism could acquire novel, untrained responses in the absence of teaching, following the use of a joint control training procedure. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01