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首页> 外文学位 >Effects of schema-based instruction delivered through computer-based video instruction on mathematical word problem solving of students with autism spectrum disorder and moderate intellectual disability.
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Effects of schema-based instruction delivered through computer-based video instruction on mathematical word problem solving of students with autism spectrum disorder and moderate intellectual disability.

机译：通过计算机视频教学提供的基于模式的教学对自闭症谱系障碍和中度智力障碍学生数学单词问题解决的影响。

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摘要

The Common Core State Standards initiative calls for all students to be college and career ready with 21st century skills by high school graduation, yet the question remains how to prepare students with autism spectrum disorders (ASD) and moderate intellectual disability (ID) with higher order mathematical concepts. Mathematical problem solving is a critical, higher order skill that students need to have in order to solve real-world problems, but there is currently limited research on teaching problem solving to students with ASD and moderate ID. This study investigated the effects of schema-based instruction (SBI) delivered through computer-based video instruction (CBVI) on the acquisition of mathematical problem solving skills, as well as the ability to discriminate problem type, to three elementary-aged students with ASD and moderate ID using a single-case multiple probe across participants design. The study also examined participant's ability to generalize skills to a paper-and-pencil format. Results showed a functional relation between SBI delivered through CBVI and the participants' mathematical word problem solving skills, ability to discriminate problem type, and generalization to novel problems in paper-and-pencil format. The findings of this study provide several implications for practice for using CBVI to teach higher order mathematical content to students with ASD and moderate ID, and offers suggestions for future research in this area.
机译：通用核心州标准倡议要求所有学生在高中毕业前具备21世纪技能的大学和职业准备，但问题仍然是如何为自闭症谱系障碍（ASD）和中度智力障碍（ID）的高阶学生做好准备数学概念。数学问题解决是学生解决实际问题所必需的一项关键的，高阶技能，但是目前对具有ASD和中等ID的学生进行问题解决教学的研究有限。这项研究调查了通过计算机视频教学（CBVI）交付的基于模式的教学（SBI）对三名具有ASD的基本年龄学生获得数学问题解决技能以及辨别问题类型的能力的影响使用跨参与者设计的单例多探针探查和中等ID。该研究还检查了参与者将技能概括为纸笔形式的能力。结果表明，通过CBVI交付的SBI与参与者的数学单词问题解决能力，区分问题类型的能力以及纸笔形式的新问题的泛化之间存在功能关系。这项研究的结果为使用CBVI向具有ASD和中度ID的学生教授高阶数学内容的实践提供了一些启示，并为该领域的未来研究提供了建议。

著录项

  • 作者

    Saunders, Alicia Fern.;

  • 作者单位

    The University of North Carolina at Charlotte.;

  • 授予单位 The University of North Carolina at Charlotte.;
  • 学科 Education Special.;Education Mathematics.
  • 学位 Ph.D.
  • 年度 2014
  • 页码 221 p.
  • 总页数 221
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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