Algebraic Problem Solving for Middle School Students with Autism and Intellectual Disability

Autor/inn/en	Root, Jenny R.; Browder, Diane M.
Titel	Algebraic Problem Solving for Middle School Students with Autism and Intellectual Disability
Quelle	In: Exceptionality, 27 (2019) 2, S.118-132 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Root, Jenny R.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
DOI	10.1080/09362835.2017.1394304
Schlagwörter	Problem Solving; Algebra; Middle School Students; Autism; Intellectual Disability; Pervasive Developmental Disorders; Mathematics Instruction; Mathematics Skills; Handheld Devices; Telecommunications; Educational Technology; Technology Uses in Education; Teaching Methods; Vocabulary Development; Worksheets; North Carolina + Suchen Sie Ihr Suchwort? Problemlösen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Autismus; Intellect; Disability; Disabilities; Verstand; Behinderung; Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Telekommunikationstechnik; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Wortschatzarbeit
Abstract	Problem solving is an important yet neglected mathematical skill for students with autism spectrum disorder and intellectual disability (ASD/ID). In addition, the terminology and vocabulary used in mathematical tasks may be unfamiliar to students with ASD/ID. The current study evaluated the effects of modified schema-based instruction (SBI) on the algebra problem solving skills of three middle school students with ASD/ID. Mathematics vocabulary terms were taught using constant time delay. Participants were then taught how to use an iPad that displayed a task analysis with embedded prompts to complete each step of solving the word problems. This study also examined participant's ability to generalize skills when supports were faded. Results of the multiple probe across participants design showed a functional relation between modified SBI and mathematical problem solving as well as constant time delay and acquisition of mathematics vocabulary terms. Implications for practice and future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01