Using a Virtual Manipulative Intervention Package to Support Maintenance in Teaching Subtraction with Regrouping to Students with Developmental Disabilities.

Autor:	Park, Jiyoon, Bouck, Emily C., Smith III, John P.
Předmět:	MATHEMATICS ELEMENTARY schools TEACHING aids TEACHING methods INFORMATION technology PROBLEM solving MIDDLE school students DEVELOPMENTAL disabilities SPECIAL education MIDDLE schools INTER-observer reliability
Zdroj:	Journal of Autism & Developmental Disorders; Jan2020, Vol. 50 Issue 1, p63-75, 13p, 1 Diagram, 1 Chart, 1 Graph
Abstrakt:	To live independently, it is critical that students with disabilities maintain the basic mathematical skills they have acquired so they may apply these skills in daily life. To support maintenance of mathematical skills among students with developmental disabilities, the researchers used a multiple probe across participants design to examine the effectiveness of the VRA instructional sequence with fading support in teaching subtraction with regrouping to four students with developmental disabilities. A functional relation was found between the VRA instructional sequence with fading support and students' accuracy in solving the problems. Students also maintained the skill up to 6 weeks after the intervention. [ABSTRACT FROM AUTHOR]
Databáze:	Complementary Index
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