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Direct linkPolo-Blanco, Irene; Van Vaerenbergh, Steven; Bruno, Alicia; González, María J. – Education and Training in Autism and Developmental Disabilities, 2022
Conceptual model-based problem solving (COMPS) was tested for its efficacy in teaching a student diagnosed with autism spectrum disorder to solve word problems involving multiplication and division. A single-case, multiple-baseline across behaviors design was conducted. The ability to solve each of three types of multiplication problems examined…
Descriptors: Autism, Pervasive Developmental Disorders, Students with Disabilities, Problem Solving
Download full textHuan, Chin; Meng, Chew Cheng; Suseelan, Menaga – Participatory Educational Research, 2022
Mathematics learning is illustrated as a developmental progression in the direction of concrete-to-abstract by educational theorists. Various studies rooted in this notion were conducted in the past. This study aimed to profile the landscape of research rooted in this notion which was published from 1968 to 2021. The bibliographic data of 425…
Descriptors: Mathematics Education, Educational Research, Educational History, Educational Trends
Root, Jenny R.; Cox, Sarah K.; McConomy, M. Addie – Research and Practice for Persons with Severe Disabilities, 2022
A growing body of literature supports the effectiveness of Modified Schema-Based Instruction (MSBI) to improve mathematical problem-solving for students with autism spectrum disorder (ASD) and intellectual disability (ID). MSBI is an intervention package that teaches students to identify the problem structure and use a problem-solving heuristic to…
Descriptors: Teaching Methods, Autism, Pervasive Developmental Disorders, Intellectual Disability
Chen, Briella Baer; Yakubova, Gulnoza; Hughes, Elizabeth M. – Preventing School Failure, 2022
As teachers are faced with increasing demands to meet the needs of diverse learners, such as the growing number of students with ASD, the need to accommodate each learner and provide opportunities for individualized learning becomes critical. Therefore, the aim of this A-B single-case study was to explore a variety of support strategies (e.g.,…
Descriptors: Students with Disabilities, Autism, Pervasive Developmental Disorders, Teaching Methods
Dreiling, Nicole Ginn; Cook, Michal L.; Lamarche, Elena; Klinger, Laura Grofer – Autism: The International Journal of Research and Practice, 2022
Despite the high prevalence of co-occurring autism spectrum disorders and mental health condition(s), there exist substantial barriers to mental health treatment for autistic individuals. These barriers are exacerbated by a lack of mental health provider training and self-efficacy in providing adapted services to autistic individuals. One method…
Descriptors: Autism, Pervasive Developmental Disorders, Comorbidity, Mental Disorders
Kuhn, Jocelyn; Szidon, Kate; Kraemer, Bonnie; Steinbrenner, Jessica R.; Tomaszewski, Brianne; Hume, Kara; DaWalt, Leann – Autism: The International Journal of Research and Practice, 2022
Transitioning Together is a multi-family intervention designed to support families of adolescents on the autism spectrum as they prepare for the transition to adulthood. Questions remain regarding its wide-scale adoption and implementation in real-world settings such as high schools. We examined student, teacher, and school-level facilitators and…
Descriptors: Family Programs, Problem Solving, Evidence Based Practice, Coaching (Performance)
