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Journal of Autism and Developmental Disorders

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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

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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

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