Virtual and Concrete Manipulatives: A Comparison of Approaches for Solving Mathematics Problems for Students with Autism Spectrum Disorder.
Students with autism spectrum disorder (ASD) are included in general education classes and expected to participate in general education content, such as mathematics. Yet, little research explores academically-based mathematics instruction for this population. This single subject alternating treatmen...
| Publicado en: | Journal of Autism & Developmental Disorders Vol. 44; no. 1; pp. 180 - 194 |
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| Autores principales: | , , , |
| Formato: | pictorial research tables/charts teaching materials Journal Article |
| Publicado: |
Springer Nature
Jan2014
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104130893&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104130893 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01623257 AUT jtl: Journal of Autism & Developmental Disorders issn: 01623257 maglogo: N pubinfo: dt: Jan2014 vid: 44 iid: 1 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 104130893 93435066 10.1007/s10803-013-1863-2 NLM23743958 104130893 ppf: 180 ppct: 14 formats: fmt: @attributes: type: P tig: atl: Virtual and Concrete Manipulatives: A Comparison of Approaches for Solving Mathematics Problems for Students with Autism Spectrum Disorder. aug: au: Bouck, Emily Satsangi, Rajiv Doughty, Teresa Courtney, William affil: Department of Educational Studies, Purdue University, 100 N. University St. West Lafayette 47907 USA sug: subj: Autism Spectrum Disorder In Infancy and Childhood Mathematics Education Teaching Methods Evaluation Teaching Materials Human Funding Source Child Virtual Reality Research Question Male Data Analysis Software World Wide Web Prospective Studies Checklists Interviews Summated Rating Scaling Interrater Reliability Student Attitudes Play and Playthings Child: 6-12 years Male ab: Students with autism spectrum disorder (ASD) are included in general education classes and expected to participate in general education content, such as mathematics. Yet, little research explores academically-based mathematics instruction for this population. This single subject alternating treatment design study explored the effectiveness of concrete (physical objects that can be manipulated) and virtual (3-D objects from the Internet that can be manipulated) manipulatives to teach single- and double-digit subtraction skills. Participants in this study included three elementary-aged students (ages ranging from 6 to 10) diagnosed with ASD. Students were selected from a clinic-based setting, where all participants received medically necessary intensive services provided via one-to-one, trained therapists. Both forms of manipulatives successfully assisted students in accurately and independently solving subtraction problem. However, all three students demonstrated greater accuracy and faster independence with the virtual manipulatives as compared to the concrete manipulatives. Beyond correctly solving the subtraction problems, students were also able to generalize their learning of subtraction through concrete and virtual manipulatives to more real-world applications. pubtype: Academic Journal doctype: pictorial research tables/charts teaching materials Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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