Using a Virtual Manipulative Intervention Package to Support Maintenance in Teaching Subtraction with Regrouping to Students with Developmental Disabilities.
To live independently, it is critical that students with disabilities maintain the basic mathematical skills they have acquired so they may apply these skills in daily life. To support maintenance of mathematical skills among students with developmental disabilities, the researchers used a multiple...
| Publicado en: | Journal of Autism & Developmental Disorders Vol. 50; no. 1; pp. 63 - 76 |
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| Autores principales: | , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Springer Nature
Jan2020
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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=141099240&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 141099240 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01623257 AUT jtl: Journal of Autism & Developmental Disorders issn: 01623257 maglogo: N pubinfo: dt: Jan2020 vid: 50 iid: 1 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 141099240 141099240 141099240 10.1007/s10803-019-04225-4 141099240 ppf: 63 ppct: 13 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Using a Virtual Manipulative Intervention Package to Support Maintenance in Teaching Subtraction with Regrouping to Students with Developmental Disabilities. aug: au: Park, Jiyoon Bouck, Emily C. Smith III, John P. affil: Department of Counseling, Educational Psychology, and Special Education, Michigan State University, 620 Farm Lane, 48824, East Lansing, MI, USA sug: subj: Teaching Methods Mathematics Students, Middle School Developmental Disabilities Human Male Female Adolescence Child Midwestern United States Education, Special Schools, Middle Schools, Elementary Teaching Materials Information Technology Interrater Reliability Problem Solving Adolescent: 13-18 years Child: 6-12 years Male Female ab: To live independently, it is critical that students with disabilities maintain the basic mathematical skills they have acquired so they may apply these skills in daily life. To support maintenance of mathematical skills among students with developmental disabilities, the researchers used a multiple probe across participants design to examine the effectiveness of the VRA instructional sequence with fading support in teaching subtraction with regrouping to four students with developmental disabilities. A functional relation was found between the VRA instructional sequence with fading support and students' accuracy in solving the problems. Students also maintained the skill up to 6 weeks after the intervention. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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