Virtual Manipulative-Based Intervention Package to Teach Multiplication and Division to Secondary Students with Developmental Disabilities

Autor/inn/en	Bouck, Emily C.; Shurr, Jordan; Park, Jiyoon
Titel	Virtual Manipulative-Based Intervention Package to Teach Multiplication and Division to Secondary Students with Developmental Disabilities
Quelle	In: Focus on Autism and Other Developmental Disabilities, 35 (2020) 4, S.195-207 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bouck, Emily C.) ORCID (Shurr, Jordan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-3576
DOI	10.1177/1088357620943499
Schlagwörter	Autism; Pervasive Developmental Disorders; Mathematics Instruction; Middle School Students; Division; Multiplication; Special Education; Manipulative Materials; Secondary School Mathematics; Rural Schools; Developmental Disabilities; Teaching Methods; Computer Simulation; Educational Technology; Technology Uses in Education + Suchen Sie Ihr Suchwort? Autismus; Mathematics lessons; Mathematikunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Multiplikation; Special needs education; Sonderpädagogik; Sonderschulwesen; Hilfsmittel; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Entwicklungsstörung; Teaching method; Lehrmethode; Unterrichtsmethode; Computergrafik; Computersimulation; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	Mathematics instruction for students with intellectual disabilities and autism is important. However, it is imperative for researchers and practitioners to focus on the maintenance of mathematical concepts and not just acquisition for these students. Through a single-case multiple probe across participants study, researchers explored an intervention package consisting of a manipulative-based instructional sequence involving virtual manipulatives and then representations (i.e., drawings; referred to as the virtual-representational instructional sequence), explicit instruction, the system of least prompts, overlearning, and support fading to support students with intellectual disability and autism to acquire and maintain multiplication or division skills. The three middle school students who completed the entire intervention acquired and maintained their targeted mathematics skill--in multiplication or division. The results have implications for use of intervention packages to teach foundational mathematics skills to students with developmental disabilities. (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