Mathematics Support Strategies for Teaching Students with ASD to Solve Fraction Computation Problems: An Exploratory A-B Design Study

Autor/inn/en	Chen, Briella Baer; Yakubova, Gulnoza; Hughes, Elizabeth M.
Titel	Mathematics Support Strategies for Teaching Students with ASD to Solve Fraction Computation Problems: An Exploratory A-B Design Study
Quelle	In: Preventing School Failure, 66 (2022) 2, S.99-108 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2022.2037493
Schlagwörter	Students with Disabilities; Autism; Pervasive Developmental Disorders; Teaching Methods; Instructional Effectiveness; Mathematics Instruction; Mathematics Skills; Problem Solving; Fractions; Video Technology; Manipulative Materials; Error Correction; Modeling (Psychology); Middle School Students + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Autismus; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Problemlösen; Bruchrechnung; Hilfsmittel; Korrektur; Modeling; Modelling; Modellierung; Middle school; Middle schools; Mittelschule; Mittelstufenschule
Abstract	As teachers are faced with increasing demands to meet the needs of diverse learners, such as the growing number of students with ASD, the need to accommodate each learner and provide opportunities for individualized learning becomes critical. Therefore, the aim of this A-B single-case study was to explore a variety of support strategies (e.g., video modeling, concrete manipulatives, guided practice, self-monitoring checklists, and error correction) to see which aspects of the multicomponent instruction were helpful in improving the fraction problem-solving accuracy for three students with ASD. Our analysis examined patterns in skill improvement and support levels required. All students improved their accuracy of solving fraction problems, although one student required more guidance. Using both quantitative and observational findings, we further examined each student's individual experience with the intervention and discuss future directions and implications. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01