App-Based Manipulatives and the System of Least Prompts to Support Acquisition, Maintenance, and Generalization of Adding Integers

Autor/inn/en	Bouck, Emily C.; Park, Jiyoon
Titel	App-Based Manipulatives and the System of Least Prompts to Support Acquisition, Maintenance, and Generalization of Adding Integers
Quelle	In: Education and Training in Autism and Developmental Disabilities, 55 (2020) 2, S.158-172 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Computer Oriented Programs; Manipulative Materials; Assistive Technology; Prompting; Technology Uses in Education; Mathematics Instruction; Number Concepts; Addition; Students with Disabilities; Problem Solving; Middle School Students; Mathematics Skills; Accuracy; Generalization; Special Education + Suchen Sie Ihr Suchwort? Computerprogramm; Hilfsmittel; Benutzerführung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Mathematics lessons; Mathematikunterricht; Number concept; Zahlbegriff; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Problemlösen; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	Virtual manipulatives are an emerging intervention to support students with disabilities in mathematics. Through a multiple probe across participants design, researchers examined use of an intervention package consisting of a virtual manipulative (i.e., the Two-Color Counter app-based manipulative) and the system of least prompts (SLP) to support students' acquisition, maintenance, and generalization of solving addition of integers problems. Researchers found a functional relation between the intervention package and middle school students' accuracy. All three students acquired the skill, with two able to consistently generalize as well as maintain adding integers. The three students were also generally independent when solving the problems with the app. (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	2022/1/01