Using a Virtual Manipulative Intervention Package to Support Maintenance in Teaching Subtraction with Regrouping to Students with Developmental Disabilities

Autor/inn/en	Park, Jiyoon; Bouck, Emily C.; Smith, John P., III
Titel	Using a Virtual Manipulative Intervention Package to Support Maintenance in Teaching Subtraction with Regrouping to Students with Developmental Disabilities
Quelle	In: Journal of Autism and Developmental Disorders, 50 (2020) 1, S.63-75 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-019-04225-4
Schlagwörter	Teaching Methods; Mathematics Instruction; Manipulative Materials; Subtraction; Students with Disabilities; Developmental Disabilities; Mathematics Skills; Instructional Effectiveness; Problem Solving; Accuracy + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Hilfsmittel; Subtraktion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Entwicklungsstörung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Unterrichtserfolg; Problemlösen
Abstract	To live independently, it is critical that students with disabilities maintain the basic mathematical skills they have acquired so they may apply these skills in daily life. To support maintenance of mathematical skills among students with developmental disabilities, the researchers used a multiple probe across participants design to examine the effectiveness of the VRA instructional sequence with fading support in teaching subtraction with regrouping to four students with developmental disabilities. A functional relation was found between the VRA instructional sequence with fading support and students' accuracy in solving the problems. Students also maintained the skill up to 6 weeks after the intervention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01