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Cox, Sarah K.; Root, Jenny R.; Goetz, Kiersten; Taylor, Kaley – Education and Training in Autism and Developmental Disabilities, 2021
Mathematics education highlights the importance of helping students understand mathematical content and the ability to think critically about mathematics. Mathematical practice standards outline expectations for engaging students in meaningful mathematics activities to encourage a deep understanding of mathematical concepts and content. For some…
Descriptors: Mathematics Instruction, Teaching Methods, Schemata (Cognition), Students with Disabilities
Bouck, Emily C.; Long, Holly; Park, Jiyoon – Education and Training in Autism and Developmental Disabilities, 2021
Mathematics is an important but also under-explored area of education for students with disabilities, including middle school students with intellectual and other developmental disabilities. In this study, researchers taught middle school students with intellectual and developmental disabilities (IDD) to solve word problems grounded in life skills…
Descriptors: Middle School Students, Developmental Disabilities, Mathematics Instruction, Students with Disabilities
Root, Jenny R.; Ingelin, Bonnie; Cox, Sarah K. – Education and Training in Autism and Developmental Disabilities, 2021
This systematic review provides a synthesis of intervention research that taught mathematical word problem solving skills to students with autism spectrum disorder between 1975 and April of 2020 by evaluating the body of research in terms of "what works", "for whom" and "under what conditions". The Council for…
Descriptors: Mathematics Instruction, Word Problems (Mathematics), Autism, Pervasive Developmental Disorders
Root, Jenny; Jimenez, Bree; Twine, Jennifer – Education and Training in Autism and Developmental Disabilities, 2022
The purpose of this study was to further address the "for whom" in the question of the effectiveness of modified schema-based instruction (MSBI) to teach mathematical problem solving to students with intellectual and developmental disability by evaluating whether positive outcomes from prior research would be replicated with elementary…
Descriptors: Small Group Instruction, Mathematics Instruction, Problem Solving, Elementary School Students
Gulnoza Yakubova; Briella Baer Chen; Stuti Gupta; Monerah N. Al-Dubayan – Education and Training in Autism and Developmental Disabilities, 2024
The purpose of this study was to examine the effects of an online, multi-component intervention (video modeling, online mathematical games, self-monitoring checklists, and least to most prompting) in teaching mathematics skills to autistic secondary school students using a multiple probe design across skills. This study is unique from previous…
Descriptors: Mathematics Instruction, Secondary School Students, Autism Spectrum Disorders, Students with Disabilities
Chapman, Suzannah M.; Ault, Melinda Jones; Spriggs, Amy D.; Bottge, Brian A.; Shepley, Sally B. – Education and Training in Autism and Developmental Disabilities, 2019
A multiple probe across participants design was used to examine the effectiveness of a treatment package to teach students with moderate intellectual disability how to solve simple linear equations. The investigator read realistic scenarios of a problem, used actual items as manipulatives, presented a visual aid of the equation, and used a system…
Descriptors: Mathematics Instruction, Students with Disabilities, Moderate Intellectual Disability, Instructional Effectiveness
Melody García-Moya; Rocío Blanco – Education and Training in Autism and Developmental Disabilities, 2024
Mathematical problem-solving is a core content of primary school education. Therefore, it is necessary to provide all students with a meaningful way of acquisition of problem-solving skills. The objective of this research was to verify the effectiveness of a problem-solving routine based on the Pólya's model and the use of cognitive strategies…
Descriptors: Arithmetic, Problem Solving, Elementary School Students, Autism Spectrum Disorders
Bowman, Jessica A.; McDonnell, John; Ryan, Joanna; Coleman, Olivia Fudge; Conradi, Lyndsey Aiono; Eichelberger, Carrie – Education and Training in Autism and Developmental Disabilities, 2020
Current research on teaching mathematics to students with intellectual disability (ID) has demonstrated that, given evidence-based instruction, these students can acquire a wide range of skills. However, very little research has been conducted in inclusive general education (GE) classrooms and no studies have utilized the GE teacher as the…
Descriptors: Intellectual Disability, Mathematics Instruction, Teaching Methods, Word Problems (Mathematics)
Bouck, Emily C.; Park, Jiyoon – Education and Training in Autism and Developmental Disabilities, 2020
Virtual manipulatives are an emerging intervention to support students with disabilities in mathematics. Through a multiple probe across participants design, researchers examined use of an intervention package consisting of a virtual manipulative (i.e., the Two-Color Counter app-based manipulative) and the system of least prompts (SLP) to support…
Descriptors: Computer Oriented Programs, Manipulative Materials, Assistive Technology, Prompting
Root, Jenny R.; Henning, Bonnie; Boccumini, Erica – Education and Training in Autism and Developmental Disabilities, 2018
This study used modified schema-based instruction (MSBI) to teach mathematical word problem solving to three students with ASD in fifth and sixth grade. Following explicit strategy instruction, the participants learned to use an 8-step task analysis and a graphic organizer to solve and discriminate between math word problems requiring algebraic…
Descriptors: Schemata (Cognition), Teaching Methods, Mathematics Instruction, Word Problems (Mathematics)
Stroizer, Shaunita; Hinton, Vanessa; Flores, Margaret; Terry, LaTonya – Education and Training in Autism and Developmental Disabilities, 2015
Students with Autism Spectrum Disorders (ASD) have unique educational needs. The concrete representational abstract (CRA) instructional sequence has been shown effective in teaching students with mathematical difficulties. The purpose of this study was to examine the effects of the CRA sequence in teaching students with ASD. A multiple baseline…
Descriptors: Autism, Pervasive Developmental Disorders, Student Needs, Teaching Methods
Bouck, Emily C.; Chamberlain, Courtney; Park, Jiyoon – Education and Training in Autism and Developmental Disabilities, 2017
Manipulatives support students with and without disabilities in mathematics. However, as students age, concrete manipulatives can be limiting and potentially not age appropriate (Satsangi, 2015). An alternative is virtual manipulatives, including app-based manipulatives. This study compared the use of app-based manipulatives to concrete…
Descriptors: Disabilities, Teaching Methods, Mathematics Instruction, Manipulative Materials
Hua, Youjia; Woods-Groves, Suzanne; Kaldenberg, Erica R.; Lucas, Kristin G.; Therrien, William J. – Education and Training in Autism and Developmental Disabilities, 2015
The purpose of the study was to investigate the effectiveness of teaching a three-step cognitive strategy (TIP) using the schema broadening procedures on functional mathematical problem solving skills of young adults with intellectual disability (ID). We randomly assigned 14 learners with ID to the control and experimental group before the…
Descriptors: Instructional Effectiveness, Mathematics Instruction, Problem Solving, Mental Retardation
Hord, Casey; Bouck, Emily C. – Education and Training in Autism and Developmental Disabilities, 2012
Mathematics education--like all education--faced changes in recent years including increasing expectations, and these expectations have impacted all students, including students with mild intellectual disability. To explore the impact of the changes on mathematics education on students with mild intellectual disability, the authors reviewed the…
Descriptors: Mild Mental Retardation, Metacognition, Mathematics Education, Mathematics Instruction
Fletcher, Dale; Boon, Richard T.; Cihak, David F. – Education and Training in Autism and Developmental Disabilities, 2010
The purpose of this study was to systematically replicate and extend previous studies of the TOUCHMATH program, a multi-sensory mathematics program (Bullock, Pierce, & McClellan, 1989). Three middle school students with moderate and multiple disabilities (e.g., autism and moderate intellectual disabilities) participated. Students were taught how…
Descriptors: Middle School Students, Moderate Mental Retardation, Mathematics Instruction, Multiple Disabilities
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