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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

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