The Effect of an Augmented Input Intervention on Subtraction Word-Problem Solving for Children with Intellectual Disabilities: A Preliminary Study

Autor/inn/en	Naude, Tracy; Dada, Shakila; Bornman, Juan
Titel	The Effect of an Augmented Input Intervention on Subtraction Word-Problem Solving for Children with Intellectual Disabilities: A Preliminary Study
Quelle	In: International Journal of Disability, Development and Education, 69 (2022) 6, S.1988-2009 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dada, Shakila) ORCID (Bornman, Juan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2020.1840530
Schlagwörter	Intellectual Disability; Children; Problem Solving; Subtraction; Mathematics Instruction; Word Problems (Mathematics); Intervention; Skill Development; Language Skills; Program Effectiveness; Age Differences; Receptive Language; Preadolescents; Assistive Technology; Visual Aids; Augmentative and Alternative Communication + Suchen Sie Ihr Suchwort? Intellect; Disability; Disabilities; Verstand; Behinderung; Child; Kind; Kinder; Problemlösen; Subtraktion; Mathematics lessons; Mathematikunterricht; Textaufgabe; Kompetenzentwicklung; Qualifikationsentwicklung; Language skill; Sprachkompetenz; Age; Difference; Age difference; Altersunterschied; Rezeptive Kommunikationsfähigkeit; Pre-adolescence; Präadoleszenz; Anschauungsmaterial
Abstract	Children with intellectual disabilities experience well-documented challenges in the development of problem-solving, particularly related to mathematical word-problem solving. Such challenges are related to both linguistic and conceptual skills. While interventions to assist children in developing conceptual skills are well reported, linguistic interventions within the mathematical field are limited. This study aimed to determine the effect of an augmented-input intervention, on subtraction word-problem solving for children with intellectual disabilities. A multiple baseline across behaviours design was used and replicated across the seven participants. Intervention was provided in three tiers (one week each) for change, combine, and compare subtraction word-problems. Intervention was withdrawn for a four week period and followed by a maintenance phase. Results suggested that for older participants with higher receptive language and numerical operation scores, the augmented-input intervention provided significant gains across all three types of word-problems. Overall, four of the seven participants showed improvement in subtraction word-problem solving. Augmented input may provide language supports for subtraction word-problem solving for some children with mild intellectual disability. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01