Conceptual Model-Based Approach to Teaching Multiplication and Division Word-Problem Solving to a Student with Autism Spectrum Disorder

Autor/inn/en	Polo-Blanco, Irene; Van Vaerenbergh, Steven; Bruno, Alicia; González, María J.
Titel	Conceptual Model-Based Approach to Teaching Multiplication and Division Word-Problem Solving to a Student with Autism Spectrum Disorder
Quelle	In: Education and Training in Autism and Developmental Disabilities, 57 (2022) 1, S.31-43 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Autism; Pervasive Developmental Disorders; Students with Disabilities; Problem Solving; Word Problems (Mathematics); Instructional Effectiveness; Teaching Methods; Mathematics Achievement; Generalization; Multiplication; Early Adolescents; Models; Mathematical Concepts; Visual Aids + Suchen Sie Ihr Suchwort? Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Problemlösen; Textaufgabe; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Multiplikation; Analogiemodell; Anschauungsmaterial
Abstract	Conceptual model-based problem solving (COMPS) was tested for its efficacy in teaching a student diagnosed with autism spectrum disorder to solve word problems involving multiplication and division. A single-case, multiple-baseline across behaviors design was conducted. The ability to solve each of three types of multiplication problems examined (equal groups, multiplicative comparison and Cartesian product) was addressed separately. The student's performance improved in all three, and it was maintained five weeks after the intervention. The student also generalized the effects of instruction to two-step (addition and multiplication) word problems. Knowledge transfer to an everyday situation was also assessed. The implications of these findings for teaching multiplicative word problems to students diagnosed with autism spectrum disorder are discussed. (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	2024/1/01