Skip to main content
Top
Gepubliceerd in: Journal of Autism and Developmental Disorders 9/2015

25-04-2015 | Original Paper

Video-Based Intervention in Teaching Fraction Problem-Solving to Students with Autism Spectrum Disorder

Auteurs: Gulnoza Yakubova, Elizabeth M. Hughes, Erin Hornberger

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 9/2015

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

The purpose of this study was to determine the effectiveness of a point-of-view video modeling intervention to teach mathematics problem-solving when working on word problems involving subtracting mixed fractions with uncommon denominators. Using a multiple-probe across students design of single-case methodology, three high school students with ASD completed the study. All three students demonstrated greater accuracy in solving fraction word problems and maintained accuracy levels at a 1-week follow-up.
Literatuur
go back to reference Allen, K. D., Wallace, D. P., Greene, D. J., Bowen, S. L., & Burke, R. V. (2010). Community-based vocational instruction using videotaped modeling for young adults with autism spectrum disorders performing in air-inflated mascots. Focus on Autism and Other Developmental Disabilities, 25, 186–192.CrossRef Allen, K. D., Wallace, D. P., Greene, D. J., Bowen, S. L., & Burke, R. V. (2010). Community-based vocational instruction using videotaped modeling for young adults with autism spectrum disorders performing in air-inflated mascots. Focus on Autism and Other Developmental Disabilities, 25, 186–192.CrossRef
go back to reference American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders: DSM-5 (5th ed.). Washington, DC: Author. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders: DSM-5 (5th ed.). Washington, DC: Author.
go back to reference Bailey, D. H., Hoard, M. K., Nugent, L., & Geary, D. C. (2012). Competence with fractions predicts gains in mathematics achievement. Journal of Experimental Child Psychology, 113, 447–455.PubMedCentralCrossRefPubMed Bailey, D. H., Hoard, M. K., Nugent, L., & Geary, D. C. (2012). Competence with fractions predicts gains in mathematics achievement. Journal of Experimental Child Psychology, 113, 447–455.PubMedCentralCrossRefPubMed
go back to reference Banda, D. R., Hart, S. L., & Liu-Gitz, L. (2010). Impact of training peers and children with autism on social skills during center time activities in inclusive classrooms. Research in Autism Spectrum Disorders, 4, 619–625.CrossRef Banda, D. R., Hart, S. L., & Liu-Gitz, L. (2010). Impact of training peers and children with autism on social skills during center time activities in inclusive classrooms. Research in Autism Spectrum Disorders, 4, 619–625.CrossRef
go back to reference Bellini, S., & Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73, 264–287.CrossRef Bellini, S., & Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73, 264–287.CrossRef
go back to reference Booth, J. L., & Newton, K. J. (2012). Fractions: Could they really be the gatekeeper’s doorman? Contemporary Educational Psychology, 37, 247–253.CrossRef Booth, J. L., & Newton, K. J. (2012). Fractions: Could they really be the gatekeeper’s doorman? Contemporary Educational Psychology, 37, 247–253.CrossRef
go back to reference Browder, D. M., Trela, K., Courtade, G. R., Jimenez, B. A., Knight, V., & Flowers, C. (2012). Teaching mathematics and science standards to students with moderate and severe disabilities. The Journal of Special Education, 46(1), 26–35.CrossRef Browder, D. M., Trela, K., Courtade, G. R., Jimenez, B. A., Knight, V., & Flowers, C. (2012). Teaching mathematics and science standards to students with moderate and severe disabilities. The Journal of Special Education, 46(1), 26–35.CrossRef
go back to reference Colby, K. M. (1973). The rationale for computer-based treatment of language difficulties in nonspeaking autistic children. Journal of Autism and Childhood Schizophrenia, 3, 254–260.CrossRefPubMed Colby, K. M. (1973). The rationale for computer-based treatment of language difficulties in nonspeaking autistic children. Journal of Autism and Childhood Schizophrenia, 3, 254–260.CrossRefPubMed
go back to reference Coyle, C., & Cole, P. (2004). A videotaped self-modelling and self-monitoring treatment program to decrease off-task behaviour in children with autism. Journal of Intellectual and Developmental Disability, 29, 3–16.CrossRef Coyle, C., & Cole, P. (2004). A videotaped self-modelling and self-monitoring treatment program to decrease off-task behaviour in children with autism. Journal of Intellectual and Developmental Disability, 29, 3–16.CrossRef
go back to reference Fleury, V. P., Hedges, S., Hume, K., Browder, D. M., Thompson, J. L., Fallin, K., et al. (2014). Addressing the academic needs of adolescents with autism spectrum disorder in secondary education. Remedial and Special Education, 35, 68–79.CrossRef Fleury, V. P., Hedges, S., Hume, K., Browder, D. M., Thompson, J. L., Fallin, K., et al. (2014). Addressing the academic needs of adolescents with autism spectrum disorder in secondary education. Remedial and Special Education, 35, 68–79.CrossRef
go back to reference Flores, M. M., Hinton, V. M., Strozier, S. D., & Terry, S. L. (2014). Using the concrete-representational-abstract sequence and the strategic instruction model to teach computation to students with autism spectrum disorders and developmental disabilities. Education and Training in Autism and Developmental Disabilities, 49, 547–554. Flores, M. M., Hinton, V. M., Strozier, S. D., & Terry, S. L. (2014). Using the concrete-representational-abstract sequence and the strategic instruction model to teach computation to students with autism spectrum disorders and developmental disabilities. Education and Training in Autism and Developmental Disabilities, 49, 547–554.
go back to reference Geary, D. C. (2004). Mathematics and learning disabilities. Journal of Learning Disabilities, 37, 4–15.CrossRefPubMed Geary, D. C. (2004). Mathematics and learning disabilities. Journal of Learning Disabilities, 37, 4–15.CrossRefPubMed
go back to reference Gersten, R., Chard, D. J., Jayanthi, M. J., Baker, S. K., Morphy, P., & Flojo, J. (2009). Mathematics instruction for students with learning disabilities: A meta-analysis of instructional components. Review of Educational Research, 79, 1202–1242.CrossRef Gersten, R., Chard, D. J., Jayanthi, M. J., Baker, S. K., Morphy, P., & Flojo, J. (2009). Mathematics instruction for students with learning disabilities: A meta-analysis of instructional components. Review of Educational Research, 79, 1202–1242.CrossRef
go back to reference Gresham, F., Beebe-Frankenberger, M., & MacMillan, D. (1999). A selective review of treatments for children with autism: Description and methodological considerations. School Psychology Review, 28, 559–575. Gresham, F., Beebe-Frankenberger, M., & MacMillan, D. (1999). A selective review of treatments for children with autism: Description and methodological considerations. School Psychology Review, 28, 559–575.
go back to reference Hendricks, D. R., & Wehman, P. (2009). Transition from school to adulthood for youth with autism spectrum disorders: Review and recommendations. Focus on Autism and Other Developmental Disabilities, 24, 77–88.CrossRef Hendricks, D. R., & Wehman, P. (2009). Transition from school to adulthood for youth with autism spectrum disorders: Review and recommendations. Focus on Autism and Other Developmental Disabilities, 24, 77–88.CrossRef
go back to reference Higgins, K., & Boone, R. (1996). Creating individualized computer-assisted instruction for students with autism using multimedia authoring software. Focus on Autism and Other Developmental Disabilities, 11, 69–78.CrossRef Higgins, K., & Boone, R. (1996). Creating individualized computer-assisted instruction for students with autism using multimedia authoring software. Focus on Autism and Other Developmental Disabilities, 11, 69–78.CrossRef
go back to reference Horner, R. D., & Baer, D. M. (1978). Multiple-probe technique: A variation of the multiple baseline. Journal of Applied Behavior Analysis, 11, 189–196.PubMedCentralCrossRefPubMed Horner, R. D., & Baer, D. M. (1978). Multiple-probe technique: A variation of the multiple baseline. Journal of Applied Behavior Analysis, 11, 189–196.PubMedCentralCrossRefPubMed
go back to reference Hume, K., Loftin, R., & Lantz, J. (2009). Increasing independence in autism spectrum disorders: A review of three focused interventions. Journal of Autism and Developmental Disorders, 39, 1329–1338.CrossRefPubMed Hume, K., Loftin, R., & Lantz, J. (2009). Increasing independence in autism spectrum disorders: A review of three focused interventions. Journal of Autism and Developmental Disorders, 39, 1329–1338.CrossRefPubMed
go back to reference Jimenez, B. A., Browder, D. M., & Courtade, G. R. (2008). Teaching an algebraic equation to high school students with moderate developmental disabilities. Education and Training in Developmental Disabilities, 43, 266–274. Jimenez, B. A., Browder, D. M., & Courtade, G. R. (2008). Teaching an algebraic equation to high school students with moderate developmental disabilities. Education and Training in Developmental Disabilities, 43, 266–274.
go back to reference Kazdin, A. E. (2010). Single-case research designs: Methods for clinical and applied settings (2nd ed.). New York: Oxford University Press. Kazdin, A. E. (2010). Single-case research designs: Methods for clinical and applied settings (2nd ed.). New York: Oxford University Press.
go back to reference Kennedy, C. H. (2005). Single-case designs for educational research. Boston, MA: Allyn and Bacon. Kennedy, C. H. (2005). Single-case designs for educational research. Boston, MA: Allyn and Bacon.
go back to reference Knight, V., McKissick, B. R., & Saunders, A. (2013). A review of technology-based interventions to teach academic skills to students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 43, 2628–2648.CrossRefPubMed Knight, V., McKissick, B. R., & Saunders, A. (2013). A review of technology-based interventions to teach academic skills to students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 43, 2628–2648.CrossRefPubMed
go back to reference Kratochwill, T., Hitchcock, J., Horner, R., Levin, J., Odom, S., Rindskopf, D., & Shadish, W. (2013). Single-case intervention research design standards. Remedial & Special Education, 34, 26–38.CrossRef Kratochwill, T., Hitchcock, J., Horner, R., Levin, J., Odom, S., Rindskopf, D., & Shadish, W. (2013). Single-case intervention research design standards. Remedial & Special Education, 34, 26–38.CrossRef
go back to reference Maccini, P., & Gagnon, J. C. (2002). Perceptions and application of NCTM standards by special and general education teachers. Exceptional Children, 32, 1–22. Maccini, P., & Gagnon, J. C. (2002). Perceptions and application of NCTM standards by special and general education teachers. Exceptional Children, 32, 1–22.
go back to reference Mason, R. A., Ganz, J. B., Parker, R. I., Burke, M. D., & Camargo, S. P. (2012). Moderating factors of video-modeling with other as model: A meta-analysis of single-case studies. Research in Developmental Disabilities, 33, 1076–1086.CrossRefPubMed Mason, R. A., Ganz, J. B., Parker, R. I., Burke, M. D., & Camargo, S. P. (2012). Moderating factors of video-modeling with other as model: A meta-analysis of single-case studies. Research in Developmental Disabilities, 33, 1076–1086.CrossRefPubMed
go back to reference Mayes, S. D., & Calhoun, S. L. (2006). Frequency of reading, math, and writing disabilities in children with clinical disorders. Learning and Individual Differences, 16, 145–157.CrossRef Mayes, S. D., & Calhoun, S. L. (2006). Frequency of reading, math, and writing disabilities in children with clinical disorders. Learning and Individual Differences, 16, 145–157.CrossRef
go back to reference Meyer, J. A., & Minshew, N. J. (2002). An update on neurocognitive profiles in asperger syndrome and high-functioning autism. Focus on Autism and Other Developmental Disabilities, 17, 152–160.CrossRef Meyer, J. A., & Minshew, N. J. (2002). An update on neurocognitive profiles in asperger syndrome and high-functioning autism. Focus on Autism and Other Developmental Disabilities, 17, 152–160.CrossRef
go back to reference National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, V: Author. National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, V: Author.
go back to reference National Council of Teachers of Mathematics. (2006). Curriculum focal points for mathematics in prekindergarten through Grade 8 mathematics. Reston, VA: Author. National Council of Teachers of Mathematics. (2006). Curriculum focal points for mathematics in prekindergarten through Grade 8 mathematics. Reston, VA: Author.
go back to reference National Mathematics Advisory Panel (NMAP). (2008). Foundations for success: The final report of the national mathematics advisory panel. Washington DC: U.S. Department of Education. National Mathematics Advisory Panel (NMAP). (2008). Foundations for success: The final report of the national mathematics advisory panel. Washington DC: U.S. Department of Education.
go back to reference National Research Council. (2001). Educating young children with autism. Washington, DC: National Academy. National Research Council. (2001). Educating young children with autism. Washington, DC: National Academy.
go back to reference Newman, L. (2007). Secondary school experiences of students with autism: Facts from NLTS2. Washington, DC: National Center for Special Education Research. Newman, L. (2007). Secondary school experiences of students with autism: Facts from NLTS2. Washington, DC: National Center for Special Education Research.
go back to reference Ni, Y., & Zhou, Y.-D. (2005). Teaching and learning fractions and rational numbers: The origins and implications of whole number bias. Educational Psychologist, 40(1), 27–52.CrossRef Ni, Y., & Zhou, Y.-D. (2005). Teaching and learning fractions and rational numbers: The origins and implications of whole number bias. Educational Psychologist, 40(1), 27–52.CrossRef
go back to reference Nikopoulos, C. K., Canavan, C., & Nikopoulou-Smyrni, P. (2009). Generalized effects of video modeling on establishing instructional stimulus control in children with autism: Results of a preliminary study. Journal of Positive Behavior Interventions, 11, 198–207.CrossRef Nikopoulos, C. K., Canavan, C., & Nikopoulou-Smyrni, P. (2009). Generalized effects of video modeling on establishing instructional stimulus control in children with autism: Results of a preliminary study. Journal of Positive Behavior Interventions, 11, 198–207.CrossRef
go back to reference No Child Left Behind Act of 2001., Pub. L. No. 107–110. Stat. 1425 (2002). No Child Left Behind Act of 2001., Pub. L. No. 107–110. Stat. 1425 (2002).
go back to reference Ozonoff, S., Pennington, B. F., & Rogers, S. J. (1991). Executive function deficits in high- functioning autistic individuals: Relationship to theory of mind. Journal of Child Psychology and Psychiatry, 32, 1081–1105.CrossRefPubMed Ozonoff, S., Pennington, B. F., & Rogers, S. J. (1991). Executive function deficits in high- functioning autistic individuals: Relationship to theory of mind. Journal of Child Psychology and Psychiatry, 32, 1081–1105.CrossRefPubMed
go back to reference Panyan, M. V. (1984). Computer technology for autistic students. Journal of Autism and Developmental Disorders, 14, 375–382.CrossRefPubMed Panyan, M. V. (1984). Computer technology for autistic students. Journal of Autism and Developmental Disorders, 14, 375–382.CrossRefPubMed
go back to reference Parker, R. I., Vannest, K. J., & Brown, L. (2009). The improvement rate difference for single-case research. Exceptional Children, 75, 135–150. Parker, R. I., Vannest, K. J., & Brown, L. (2009). The improvement rate difference for single-case research. Exceptional Children, 75, 135–150.
go back to reference Pennington, R. C. (2010). Computer-assisted instruction for teaching academic skills to students with autism spectrum disorders: A review of literature. Focus on Autism and Other Developmental Disabilities, 25, 239–248.CrossRef Pennington, R. C. (2010). Computer-assisted instruction for teaching academic skills to students with autism spectrum disorders: A review of literature. Focus on Autism and Other Developmental Disabilities, 25, 239–248.CrossRef
go back to reference Petursdottir, A., & Carr, J. E. (2011). A review of recommendations for sequencing receptive and expressive language instruction. Journal of Applied Behavior Analysis, 44, 859–876.PubMedCentralCrossRefPubMed Petursdottir, A., & Carr, J. E. (2011). A review of recommendations for sequencing receptive and expressive language instruction. Journal of Applied Behavior Analysis, 44, 859–876.PubMedCentralCrossRefPubMed
go back to reference Plavnick, J. B. (2013). Video modeling (VM) fact sheet. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders. Plavnick, J. B. (2013). Video modeling (VM) fact sheet. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders.
go back to reference Raghubar, K., Cirino, P., Barnes, M., Ewing-Cobbs, L., Fletcher, J., & Fuchs, L. (2009). Errors in multi-digit arithmetic and behavior inattention in children with math difficulties. Journal of Learning Disabilities, 42, 356–371.PubMedCentralCrossRefPubMed Raghubar, K., Cirino, P., Barnes, M., Ewing-Cobbs, L., Fletcher, J., & Fuchs, L. (2009). Errors in multi-digit arithmetic and behavior inattention in children with math difficulties. Journal of Learning Disabilities, 42, 356–371.PubMedCentralCrossRefPubMed
go back to reference Rayner, C., Denholm, C., & Sigafoos, J. (2009). Video-based intervention for individuals with autism: Key questions that remain unanswered. Research in Autism Spectrum Disorders, 3, 291–303.CrossRef Rayner, C., Denholm, C., & Sigafoos, J. (2009). Video-based intervention for individuals with autism: Key questions that remain unanswered. Research in Autism Spectrum Disorders, 3, 291–303.CrossRef
go back to reference Rourke, B. P., & Strang, J. D. (1978). Neuropsychological significance of variations in patterns of academic performance: Motor, psychomotor, and tactile-perceptual abilities. Journal of Pediatric Psychology, 3(2), 62–66.CrossRef Rourke, B. P., & Strang, J. D. (1978). Neuropsychological significance of variations in patterns of academic performance: Motor, psychomotor, and tactile-perceptual abilities. Journal of Pediatric Psychology, 3(2), 62–66.CrossRef
go back to reference Sanders, S., Riccomini, P. J., & Witzel, B. S. (2005). The algebra readiness of high school students in South Carolina: Implications for middle school math teachers. South Carolina Middle School Journal, 13, 45–47. Sanders, S., Riccomini, P. J., & Witzel, B. S. (2005). The algebra readiness of high school students in South Carolina: Implications for middle school math teachers. South Carolina Middle School Journal, 13, 45–47.
go back to reference Saunders, A. F., Bethune, K. S., Spooner, F., & Browder, D. (2013). Solving the common coreequation: Teaching mathematics CCSS to students with moderate and severe disabilities. Teaching Exceptional Children, 45, 24–33. Saunders, A. F., Bethune, K. S., Spooner, F., & Browder, D. (2013). Solving the common coreequation: Teaching mathematics CCSS to students with moderate and severe disabilities. Teaching Exceptional Children, 45, 24–33.
go back to reference Schall, C., Wehman, P., & McDonough, J. (2012). Transition from school to work for students with ASD: Understanding the process and achieving better outcomes. Pediatric Clinics of North America, 29, 189–202.CrossRef Schall, C., Wehman, P., & McDonough, J. (2012). Transition from school to work for students with ASD: Understanding the process and achieving better outcomes. Pediatric Clinics of North America, 29, 189–202.CrossRef
go back to reference Siegler, R., Carpenter, T., Fennell, F., Geary, D., Lewis, J., Okamoto, Y., Thompson, L., & Wray, J. (2010). Developing effective fractions instruction for kindergarten through 8th grade: A practice guide (NCEE #2010-4039). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from whatworks.ed.gov/publications/practiceguides. Siegler, R., Carpenter, T., Fennell, F., Geary, D., Lewis, J., Okamoto, Y., Thompson, L., & Wray, J. (2010). Developing effective fractions instruction for kindergarten through 8th grade: A practice guide (NCEE #2010-4039). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from whatworks.ed.gov/publications/practiceguides.
go back to reference Simpson, R. (2004). Finding effective intervention and personnel preparation practices for students with autism spectrum disorders. Exceptional Children, 70, 135–144.CrossRef Simpson, R. (2004). Finding effective intervention and personnel preparation practices for students with autism spectrum disorders. Exceptional Children, 70, 135–144.CrossRef
go back to reference Spencer, V. G., Evmenova, A. S., Boon, R. T., & Hayes-Harris, L. (2014). Review of research-based interventions for students with autism spectrum disorders in content area instruction: Implications and considerations for classroom practice. Education and Training in Autism and Developmental Disabilities, 49, 331–353. Spencer, V. G., Evmenova, A. S., Boon, R. T., & Hayes-Harris, L. (2014). Review of research-based interventions for students with autism spectrum disorders in content area instruction: Implications and considerations for classroom practice. Education and Training in Autism and Developmental Disabilities, 49, 331–353.
go back to reference Volkmar, F. R., Reichow, B., & McPartland, J. C. (2014). Autism spectrum disorder in adolescents and adults: An introduction. In F. R. Volkmar, B. Reichow, & J. C. McPartland (Eds.), Adolescents and adults with autism spectrum disorders (pp. 1–13). New York, NY: Springer Science + Business Media.CrossRef Volkmar, F. R., Reichow, B., & McPartland, J. C. (2014). Autism spectrum disorder in adolescents and adults: An introduction. In F. R. Volkmar, B. Reichow, & J. C. McPartland (Eds.), Adolescents and adults with autism spectrum disorders (pp. 1–13). New York, NY: Springer Science + Business Media.CrossRef
go back to reference Williams, D. L., Goldstein, G., Kojkowski, N., & Minshew, N. J. (2008). Do individuals with high-functioning autism have the IQ profile associated with nonverbal learning disability? Research in Autism Spectrum Disorders, 2, 353–361.PubMedCentralCrossRefPubMed Williams, D. L., Goldstein, G., Kojkowski, N., & Minshew, N. J. (2008). Do individuals with high-functioning autism have the IQ profile associated with nonverbal learning disability? Research in Autism Spectrum Disorders, 2, 353–361.PubMedCentralCrossRefPubMed
go back to reference Yakubova, G., & Bouck, E. C. (2014). Not all created equally: Exploring calculator use by students with mild intellectual disability. Education and Training in Autism and Developmental Disabilities, 49, 111–126. Yakubova, G., & Bouck, E. C. (2014). Not all created equally: Exploring calculator use by students with mild intellectual disability. Education and Training in Autism and Developmental Disabilities, 49, 111–126.
Metagegevens
Titel
Video-Based Intervention in Teaching Fraction Problem-Solving to Students with Autism Spectrum Disorder
Auteurs
Gulnoza Yakubova
Elizabeth M. Hughes
Erin Hornberger
Publicatiedatum
25-04-2015
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 9/2015
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-015-2449-y

Andere artikelen Uitgave 9/2015

Journal of Autism and Developmental Disorders 9/2015 Naar de uitgave