Increasing Academic Compliance with Mathematics Tasks Using the High-Preference Strategy with a Student with Autism

Autor/inn/en	Banda, Devender R.; Kubina, Richard M., Jr.
Titel	Increasing Academic Compliance with Mathematics Tasks Using the High-Preference Strategy with a Student with Autism
Quelle	In: Preventing School Failure, 54 (2009) 2, S.81-85 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
Schlagwörter	Autism; Task Analysis; Mathematics Activities; Middle Schools; Time Factors (Learning); Problem Solving; Computation; Arithmetic; Intervention; Academic Achievement; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Autismus; Aufgabenanalyse; Middle school; Mittelschule; Mittelstufenschule; Problemlösen; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Schulleistung
Abstract	The authors investigated the effectiveness of using high-preference (high-p) mathematics tasks for increasing task initiation of low-preference (low-p) mathematics tasks with a 13-year-old middle school student with autism. They used an ABAB design to determine the effectiveness of high-p tasks with to comply with low-p tasks. Results indicated that the student took less time to initiate low-p mathematics problems that were preceded by high-p mathematics problems. This study extends the literature on high-p techniques to enhance academic compliance behaviors for students with autism. The authors discuss the results and future implications. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10