Learning with Technology: Video Modeling with Concrete-Representational-Abstract Sequencing for Students with Autism Spectrum Disorder.
The purpose of this study was to determine the effectiveness of a video modeling intervention with concrete-representational-abstract instructional sequence in teaching mathematics concepts to students with autism spectrum disorder (ASD). A multiple baseline across skills design of single-case exper...
| Publicado en: | Journal of Autism & Developmental Disorders Vol. 46; no. 7; pp. 2349 - 2363 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Springer Nature
Jul2016
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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=116100315&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 116100315 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01623257 AUT jtl: Journal of Autism & Developmental Disorders issn: 01623257 maglogo: N pubinfo: dt: Jul2016 vid: 46 iid: 7 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 116100315 116100315 116100315 10.1007/s10803-016-2768-7 116100315 ppf: 2349 ppct: 14 formats: fmt: @attributes: type: P tig: atl: Learning with Technology: Video Modeling with Concrete-Representational-Abstract Sequencing for Students with Autism Spectrum Disorder. aug: au: Yakubova, Gulnoza Hughes, Elizabeth Shinaberry, Megan affil: Department of Counseling, Psychology and Special Education, Duquesne University, G9-C Canevin Hall, 600 Forbes Avenue Pittsburgh 15282 USA sug: subj: Autism Spectrum Disorder Education Mathematics Education Videorecording Students, Elementary Human Comparative Studies Skill Acquisition Prospective Studies Male Female DSM Child, Preschool Child Variable Experimental Studies Computers, Hand-Held Interrater Reliability Checklists Descriptive Statistics Funding Source Child, Preschool: 2-5 years Child: 6-12 years Male Female ab: The purpose of this study was to determine the effectiveness of a video modeling intervention with concrete-representational-abstract instructional sequence in teaching mathematics concepts to students with autism spectrum disorder (ASD). A multiple baseline across skills design of single-case experimental methodology was used to determine the effectiveness of the intervention on the acquisition and maintenance of addition, subtraction, and number comparison skills for four elementary school students with ASD. Findings supported the effectiveness of the intervention in improving skill acquisition and maintenance at a 3-week follow-up. Implications for practice and future research are discussed. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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