Video-Based Intervention in Teaching Fraction Problem-Solving to Students with Autism Spectrum Disorder
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-cas...
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Veröffentlicht in: | Journal of autism and developmental disorders 2015-09, Vol.45 (9), p.2865-2875 |
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Hauptverfasser: | , , |
Format: | Artikel |
Sprache: | eng |
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Online-Zugang: | Volltext |
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Zusammenfassung: | 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. |
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ISSN: | 0162-3257 1573-3432 |
DOI: | 10.1007/s10803-015-2449-y |