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Journal of Autism and Developmental Disorders
Gepubliceerd in:

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

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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.
vorige artikel The Empathy and Systemizing Quotient: The Psychometric Properties of the Dutch Version and a Review of the Cross-Cultural Stability
volgende artikel Sensory Adapted Dental Environments to Enhance Oral Care for Children with Autism Spectrum Disorders: A Randomized Controlled Pilot Study
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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

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