Building the Early Number Sense of Kindergarteners with Autism: A Replication Study

Autor/inn/en	Root, Jenny R.; Henning, Bonnie; Jimenez, Bree
Titel	Building the Early Number Sense of Kindergarteners with Autism: A Replication Study
Quelle	In: Remedial and Special Education, 41 (2020) 6, S.378-388 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932519873121
Schlagwörter	Autism; Pervasive Developmental Disorders; Kindergarten; Teaching Methods; Numeracy; Mathematics Instruction; Number Concepts; Concept Formation; Intervention; Generalization; Self Efficacy; Teacher Attitudes; Students with Disabilities; Special Schools; Mathematics Skills; Special Education + Suchen Sie Ihr Suchwort? Autismus; Teaching method; Lehrmethode; Unterrichtsmethode; Rechenkompetenz; Mathematics lessons; Mathematikunterricht; Number concept; Zahlbegriff; Concept learning; Begriffsbildung; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Special school; Sonderschule; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	This study reports findings of a systematic replication and as such sought to evaluate effects of an early numeracy curriculum on early number sense attainment for Kindergarten students with autism. Through daily 15-min story-based math lessons with embedded systematic instruction delivered by their classroom teacher, participants learned to compare sets, identify and work with patterns, and use standard and nonstandard measurement, and calendar skills. Results indicate a functional relation between the intervention and early number sense, and students were able to generalize skills when systematic instruction was faded. Similar results were mirrored by pre-post standardized norm-referenced measures of early mathematics abilities. Implementation of the curriculum had positive results on the teacher's perception of self-efficacy. The study's contribution to research, recommendations for practice, and implications for future research are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01