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Gepubliceerd in: Journal of Autism and Developmental Disorders 1/2014

01-01-2014 | Original Paper

Virtual and Concrete Manipulatives: A Comparison of Approaches for Solving Mathematics Problems for Students with Autism Spectrum Disorder

Auteurs: Emily C. Bouck, Rajiv Satsangi, Teresa Taber Doughty, William T. Courtney

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 1/2014

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Abstract

Students with autism spectrum disorder (ASD) are included in general education classes and expected to participate in general education content, such as mathematics. Yet, little research explores academically-based mathematics instruction for this population. This single subject alternating treatment design study explored the effectiveness of concrete (physical objects that can be manipulated) and virtual (3-D objects from the Internet that can be manipulated) manipulatives to teach single- and double-digit subtraction skills. Participants in this study included three elementary-aged students (ages ranging from 6 to 10) diagnosed with ASD. Students were selected from a clinic-based setting, where all participants received medically necessary intensive services provided via one-to-one, trained therapists. Both forms of manipulatives successfully assisted students in accurately and independently solving subtraction problem. However, all three students demonstrated greater accuracy and faster independence with the virtual manipulatives as compared to the concrete manipulatives. Beyond correctly solving the subtraction problems, students were also able to generalize their learning of subtraction through concrete and virtual manipulatives to more real-world applications.

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Metagegevens
Titel
Virtual and Concrete Manipulatives: A Comparison of Approaches for Solving Mathematics Problems for Students with Autism Spectrum Disorder
Auteurs
Emily C. Bouck
Rajiv Satsangi
Teresa Taber Doughty
William T. Courtney
Publicatiedatum
01-01-2014
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 1/2014
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-013-1863-2