Enhancing Early Numeracy Skills of Children with Severe Disabilities and Complex Communication Needs

Autor/inn/en	Wright, John C.; Knight, Victoria F.; Lemons, Christopher J.; Lindström, Esther; Strauss, Julia
Titel	Enhancing Early Numeracy Skills of Children with Severe Disabilities and Complex Communication Needs
Quelle	In: Education and Training in Autism and Developmental Disabilities, 55 (2020) 3, S.277-289 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Numeracy; Skill Development; Mathematics Skills; Severe Disabilities; Intervention; Autism; Pervasive Developmental Disorders; Intellectual Disability; Communication Problems; Elementary School Students; Developmental Disabilities; Augmentative and Alternative Communication; Students with Disabilities; Children; Curriculum Evaluation + Suchen Sie Ihr Suchwort? Rechenkompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Severe disability; Schwerbehinderung; Autismus; Intellect; Disability; Disabilities; Verstand; Behinderung; Kommunikationsbarriere; Entwicklungsstörung; Student; Students; Schüler; Schülerin; Studentin; Child; Kind; Kinder; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung
Abstract	There is a lack of research on effective interventions to improve the early numeracy skills of children with severe disabilities---autism spectrum disorder, developmental disability, and intellectual disability---and complex communication needs. While preliminary research suggests the Early Numeracy curriculum is effective for teaching children with severe disabilities, efficacy of this curriculum has not yet been examined for students with co-occurring complex communication needs. Using a multiple probe across participants research design, we evaluated the efficacy of the Early Numeracy curriculum for increasing targeted math skills of four children with severe disabilities and complex communication needs. Results indicated a functional relation between the intervention and improvements in early math skills. Limitations and future research needs are discussed. (As Provided).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://www.daddcec.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01