Top

Journal of Autism and Developmental Disorders

Gepubliceerd in:

16-09-2020 | Original Paper

Using a Virtual-Representational-Abstract Integrated Framework to Teach Multiplicative Problem Solving to Middle School Students with Developmental Disabilities

Auteurs: Jenny R. Root, Sarah K. Cox, Deidre Gilley, Taryn Wade

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 7/2021

Abstract

Effective instructional strategies to improve mathematical problem solving skills are critically important to student success in both school-based and real-world mathematics tasks. This study reports effects of a Virtual-Representational-Abstract Integrated framework on the mathematical problem solving skills of three middle school students with developmental disabilities (autism spectrum disorder and intellectual disability). All participants improved in their problem solving accuracy when solving multiplicative comparison word problems using realistic double and triple multipliers. Additionally, all participants maintained their mathematical problem solving accuracy after visual supports (graphic organizer) were removed. Detailed findings and implications for future research and practitioners are discussed.

vorige artikel School-Based Autism Rates by State: An Analysis of Demographics, Political Leanings, and Differential Identification

volgende artikel Relative Frequency of Psychiatric, Neurodevelopmental, and Somatic Symptoms as Reported by Mothers of Children with Autism Compared with ADHD and Typical Samples

Agrawal, J., & Morin, L. L. (2016). Evidence-based practices: Applications of concrete representational abstract framework across math concepts for students with mathematics disabilities. Learning Disabilities Research & Practice, 31, 34–44. https://doi.org/10.1111/ldrp.12093.CrossRef

Bouck, E. C., Bassette, L., Shurr, J., Park, J., Kerr, J., & Whorley, A. (2017a). Teaching equivalent fractions to secondary students with disabilities via the virtual–representational–abstract instructional sequence. Journal of Special Education Technology, 32, 220–231.CrossRef

Bouck, E. C., Bouck, M. K., & Hunly, M. (2015). The calculator effect: Understanding the impact of calculators as accommodations for secondary students with disabilities. Journal of Special Education Technology, 30, 77–88. https://doi.org/10.1177/0162643415617371.CrossRef

Bouck, E. C., & Long, H. (2020). Teaching students with intellectual and developmental disabilities to calculate cost after discounts via schematic diagrams. Research in Developmental Disabilities. https://doi.org/10.1016/j.ridd.2020.103656.CrossRefPubMed

Bouck, E. C., & Park, J. (2018). A systematic review of the literature on mathematics manipulatives to support students with disabilities. Education and Treatment of Children, 41, 65–106.CrossRef

Bouck, E. C., Park, J., Shurr, J., Bassette, L., & Whorley, A. (2018). Using the virtual–representational–abstract approach to support students with intellectual disability in mathematics. Focus on Autism and Other Developmental Disabilities, 33, 237–248. https://doi.org/10.1177/1088357618755696.CrossRef

Bouck, E. C., Park, P., Sprick, J., Shurr, J., Bassette, L., & Whorley, A. (2017b). Using the virtual–abstract instructional sequence to teach addition of fractions. Research in Developmental Disabilities, 70, 163–174. https://doi.org/10.1016/j.ridd.2017.09.002.CrossRefPubMed

Bouck, E. C., Satsangi, R., & Park, J. (2017c). The concrete–representational–abstract approach for students with learning disabilities: An evidence-based practice synthesis. Remedial and Special Education, 39, 211–228. https://doi.org/10.1177/0741932517721712.CrossRef

Bouck, E. C., & Sprick, J. (2019). The virtual-representational-abstract framework to support students with disabilities in mathematics. Intervention in School and Clinic, 54, 173–180.CrossRef

Browder, D. M., Spooner, F., Ahlgrim-Delzell, L., Harris, A., & Wakeman, S. Y. (2008). A meta-analysis for teaching mathematics to individuals with significant cognitive disabilities. Exceptional Children, 74, 404–432. https://doi.org/10.1177/001440290807400401.CrossRef

Brown, S. M., & Bebko, J. M. (2012). Generalization, overselectivity, and discrimination in the autism phenotype: A review. Research in Autism Spectrum Disorders, 6, 733–740.CrossRef

Collins, B. C., Hager, K. L., & Galloway, C. (2011). Addition of functional content during core content instruction with students with moderate disabilities. Education and Training in Autism and Developmental Disabilities, 46, 22–39.

Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (7th ed.). Upper Saddle River, NJ: Pearson.CrossRef

Frith, U. (2013). Why we need cognitive explanations of autism. The Quarterly Journal of Experimental Psychology, 65, 2073–2092. https://doi.org/10.1080/17470218.2012.697178.CrossRef

Karl, J., Collins, B. C., Hager, K. D., & Ault, M. J. (2013). Teaching core content embedded in a functional activity to students with moderate intellectual disability using a simultaneous prompting procedure. Education and Training in Autism and Developmental Disabilities, 48, 363–378.

Knight, V. F., Huber, H. B., Kuntz, E. M., Carter, E. W., & Juarez, A. P. (2018). Instructional practices, priorities, and preparedness for educating students with autism and intellectual disability. Focus on Autism and Other Developmental Disabilities, 34, 3–14. https://doi.org/10.1177/1088357618755694.CrossRef

Ledford, J. R., & Gast, D. L. (2018). Single case research methodology: Applications in special education and behavioral sciences (3rd ed.). New York, NY: Routledge.CrossRef

Lee, A., Browder, D. M., Flowers, C., & Wakeman, S. (2016). Teacher evaluation of resources designed for adapting mathematics for students with significant cognitive disabilities. Research and Practice for Persons with Severe Disabilities, 41, 132–137. https://doi.org/10.1177/154079691663409.CrossRef

Peltier, C., & Vannest, K. J. (2018). Using the concrete representational abstract (CRA) instructional framework for mathematics with students with emotional and behavioral disorders. Preventing School Failure: Alternative Education for Children and Youth, 62(2), 73–82.CrossRef

Peltier, C. J., Vannest, K. J., & Marbach, J. J. (2018). A meta-analysis of schema instruction implemented in single-case experimental designs. The Journal of Special Education. https://doi.org/10.1177/002246691876317.CrossRef

Root, J. R., & Browder, D. M. (2017). Algebraic problem solving for middle school students with autism and intellectual disability. Exceptionality, 27, 118–132.CrossRef

Root, J. R., Cox, S. K., Hammons, N., Saunders, A. F., & Gilley, D. (2018). Contextualizing mathematics: Teaching problem solving to secondary students with intellectual and developmental disabilities. Intellectual and Developmental Disabilities, 56, 442–457.CrossRef

Sartini, E., Knight, V. F., Spriggs, A. D., & Allday, R. A. (2018). Generalization strategies to promote text comprehension skills by students with ASD in core content areas. Focus on Autism and Other Developmental Disabilities, 33, 150–159.CrossRef

Spooner, F., Root, J. R., Saunders, A. F., & Browder, D. M. (2019). An updated evidence-based practice review on teaching mathematics to students with moderate and severe developmental disabilities. Remedial and Special Education, 40, 150–165.CrossRef

Spooner, F., Saunders, A., Root, J., & Brosh, C. (2017). Promoting access to common core mathematics for students with severe disabilities through mathematical problem solving. Research and Practice for Persons with Severe Disabilities, 42, 171–183. https://doi.org/10.1177/1540796917697119.CrossRef

Stokes, T. F., & Baer, D. M. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis, 10, 349–367. https://doi.org/10.1901/jaba.1977.10-349.CrossRefPubMedPubMedCentral

Strickland, T. K. (2014). Developing an understanding of quadratics through the use of concrete manipulatives: A case study analysis of the metacognitive development of high school students with learning disabilities. Journal of Special Education Apprenticeship, 3, 1–16.

Strickland, T. K., & Maccini, P. (2012). The effects of the concrete-representational-abstract integration strategy on the ability of students with learning disabilities to multiply linear expressions within area problems. Remedial and Special Education, 34, 142–153. https://doi.org/10.1177/0741932512441712.CrossRef

Strickland, T. K., & Maccini, P. (2013). Exploration of quadratic expressions through multiple representations for students with mathematics difficulties. Learning Disabilities: A Multidisciplinary Journal, 19(2), 61–71. https://doi.org/10.18666/ldmj-2013-v19-i2-4795.CrossRef

Strozier, S. D., Hinton, V., Flores, M. M., & Terry, L. (2015). An investigation of the effects of CRA instruction and students with autism spectrum disorder. Education and Training in Autism and Developmental Disabilities, 50, 223–226.

What Works Clearinghouse. (2020). Standards handbook, Version 4.1. Retrieved from https://ies.ed.gov/ncee/wwc/Docs/referenceresources/WWC-Standards-Handbook-v4-1-508.pdf.

Titel: Using a Virtual-Representational-Abstract Integrated Framework to Teach Multiplicative Problem Solving to Middle School Students with Developmental Disabilities
Auteurs: Jenny R. Root
Sarah K. Cox
Deidre Gilley
Taryn Wade
Publicatiedatum: 16-09-2020
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 7/2021
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-020-04674-2

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 7/2021

Autonomic and Electrophysiological Evidence for Reduced Auditory Habituation in Autism

Screening Effects of the National Health Screening Program on Developmental Disorders

Correction to: Serum Ischemia-Modified Albumin Levels, Myeloperoxidase Activity and Peripheral Blood Mononuclear Cells in Autism Spectrum Disorder (ASD)

Parenting Stress and Child Behavior Problems in Young Children with Autism Spectrum Disorder: Transactional Relations Across Time

Effects of an Inclusive Physical Activity Program on the Motor Skills, Social Skills and Attitudes of Students with and without Autism Spectrum Disorder

An Exploration of Physical and Phenotypic Characteristics of Bangladeshi Children with Autism Spectrum Disorder