Using the concrete–representational–abstract sequence to teach math skills to a student with autism spectrum disorder in a general education classroom.
Objective: This study aims to determine the effectiveness of the concrete-representational-abstract (CRA) sequence presented by the explicit instruction in teaching the skills of basic addition and subtraction, building tens-and-ones to a student with special needs in a general education classroom....
| Publicado en: | International Journal of Developmental Disabilities Vol. 70; no. 8; pp. 1398 - 1410 |
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| Autores principales: | , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Dec2024
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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=181784046&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 181784046 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 20473869 F2SP jtl: International Journal of Developmental Disabilities issn: 20473869 maglogo: N pubinfo: dt: Dec2024 vid: 70 iid: 8 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 181784046 161919590 181784046 181784046 10.1080/20473869.2023.2180539 181784046 ppf: 1398 ppct: 12 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Using the concrete–representational–abstract sequence to teach math skills to a student with autism spectrum disorder in a general education classroom. aug: au: Kaya, Sultan Yildiz, Nevin Guner affil: Research Institute for Individuals with Disabilities, Anadolu University, Eskisehir, Turkey sug: subj: Autism Spectrum Disorder Mathematics Education Teaching Methods Students with Disabilities Outcomes of Education Skill Acquisition Maternal Attitudes Evaluation Education, Special Human Case Studies Turkiye Child Female Social Behavior Experimental Studies Mothers Child: 6-12 years Female ab: Objective: This study aims to determine the effectiveness of the concrete-representational-abstract (CRA) sequence presented by the explicit instruction in teaching the skills of basic addition and subtraction, building tens-and-ones to a student with special needs in a general education classroom. Method: A multiple probe across skills single case research design was used to evaluate the CRA sequence. The research was carried out with a seven-year-old female student diagnosed with autism spectrum disorder (ASD). Results: It was determined that the participant gained the math skills taught with the CRA sequence, and these skills were displayed two, three, and four weeks after the intervention ended. In addition, it was observed that the student was able to generalize these skills to another environment and person. Social validity findings show that the mother has positive opinions about teaching math skills with CRA sequence. Conclusion: In this study, it was determined that the CRA sequence could be used effectively in teaching math skills to a student with ASD studying in a general education classroom. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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