Math Preference and Mastery Relationship in Middle School Students with Autism Spectrum Disorders

We conducted this study to determine the relationship between math preference and mastery for five middle school students with autism spectrum disorders. We randomly presented several math addition and subtraction problem formats to determine the students' preferences. Results indicated that pr...

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Veröffentlicht in:	Journal of behavioral education 2007-09, Vol.16 (3), p.207-223
Hauptverfasser:	Banda, Devender R., McAfee, James K., Lee, David L., Kubina, Richard M.
Format:	Artikel
Sprache:	eng
Schlagworte:	Addition Arithmetic Autism Autistic children Autistic disorder Cognitive Processes Correlation Education Educational psychology Experimentation Junior high school students Law students Mastery Learning Mathematical aptitude Mathematical problems Mathematics Mathematics education Mathematics Skills Middle School Students Middle schools Pennsylvania Pervasive child development disorders Pervasive Developmental Disorders Preferences Social aspects Student Attitudes Study and teaching Subtraction Word problems
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Beschreibung
Zusammenfassung:	We conducted this study to determine the relationship between math preference and mastery for five middle school students with autism spectrum disorders. We randomly presented several math addition and subtraction problem formats to determine the students' preferences. Results indicated that preference was idiosyncratic across students. In addition, preference was not related to mastery in some students. Results are discussed within a theoretical framework of matching law. Implications for practitioners are discussed.
ISSN:	1053-0819 1573-3513
DOI:	10.1007/s10864-006-9035-5