Investigating the Relationship between Learning Channel Sets during the Mathematical Practice of Autistic Students

Autor/inn/en	Vostanis, Athanasios; Padden, Ciara; Langdon, Peter E.
Titel	Investigating the Relationship between Learning Channel Sets during the Mathematical Practice of Autistic Students
Quelle	In: British Journal of Special Education, 49 (2022) 3, S.375-398 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vostanis, Athanasios)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
DOI	10.1111/1467-8578.12408
Schlagwörter	Autism Spectrum Disorders; Mathematics Education; Teaching Methods; Learning Processes; Males; Foreign Countries; Elementary School Students; Secondary School Students; United Kingdom (England) + Suchen Sie Ihr Suchwort? Autism; Autismus; Mathematische Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Male; Männliches Geschlecht; Ausland; Sekundarschüler
Abstract	Learning channels refer to the way students receive instruction and respond to it. We examined the relationship between See-Say and See-Write learning channel sets during the mathematical practice of four male autistic students, aged 8 to 14 years. Participants received practice in the ×7 and ×8 tables across both channel sets. Lessons included untimed practice, timed practice, graphing and goal-setting. A multiple treatments design, embedded in a multiple baseline across participants design, was used. When practice on a set was completed, an assessment of endurance, stability, application, generalisation to the other set and maintenance was conducted. Practice led to improvements that were maintained. Participants achieved learning rates above 30% per week, which is a minimum expectation in Precision Teaching. Practice on one set affected performance on the other, and the order of practice was an important variable. The See-Say channel set led to better generalisation outcomes while performance was stronger on the See-Write. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01