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1.
J Autism Dev Disord ; 44(1): 180-93, 2014 Jan.
Artículo en Inglés | MEDLINE | ID: mdl-23743958

RESUMEN

Students with autism spectrum disorder (ASD) are included in general education classes and expected to participate in general education content, such as mathematics. Yet, little research explores academically-based mathematics instruction for this population. This single subject alternating treatment design study explored the effectiveness of concrete (physical objects that can be manipulated) and virtual (3-D objects from the Internet that can be manipulated) manipulatives to teach single- and double-digit subtraction skills. Participants in this study included three elementary-aged students (ages ranging from 6 to 10) diagnosed with ASD. Students were selected from a clinic-based setting, where all participants received medically necessary intensive services provided via one-to-one, trained therapists. Both forms of manipulatives successfully assisted students in accurately and independently solving subtraction problem. However, all three students demonstrated greater accuracy and faster independence with the virtual manipulatives as compared to the concrete manipulatives. Beyond correctly solving the subtraction problems, students were also able to generalize their learning of subtraction through concrete and virtual manipulatives to more real-world applications.


Asunto(s)
Trastornos Generalizados del Desarrollo Infantil/fisiopatología , Matemática , Solución de Problemas , Estudiantes , Niño , Humanos , Discapacidades para el Aprendizaje/fisiopatología , Masculino
2.
Assist Technol ; 25(3): 166-75, 2013.
Artículo en Inglés | MEDLINE | ID: mdl-24020155

RESUMEN

The purpose of this study was to examine the effects of a pentop computer and accompanying spelling software on the spelling accuracy and academic engagement behavior in three elementary students with disabilities who were served in a resource room setting. Using a multiple baseline across students single subject research design, researchers determined student use of the pentop computer--the FLYPen--and its spelling software may serve as an equivalent intervention to traditional spelling instruction. While academic engagement performance increased considerably for students when using the FLYPen, results indicated little to no improvement over traditional instruction in spelling accuracy. Implications and suggestions for future research are presented.


Asunto(s)
Instrucción por Computador , Educación de las Personas con Discapacidad Intelectual , Trastornos del Desarrollo del Lenguaje/terapia , Niño , Humanos , Trastornos del Desarrollo del Lenguaje/psicología , Masculino
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