A Competency-Based Education Case Study: A Mathematics Intervention for a Five-Year-Old with Autism Spectrum Disorder (ASD)

Autor/inn/en	Tzohar-Rozen, Meirav; Kimhi, Yael; Cohen, Dalia
Titel	A Competency-Based Education Case Study: A Mathematics Intervention for a Five-Year-Old with Autism Spectrum Disorder (ASD)
Quelle	In: Journal of the American Academy of Special Education Professionals, (2022), S.103-120 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Autism Spectrum Disorders; Mathematics Instruction; Intervention; Students with Disabilities; Competency Based Education; Kindergarten; Student Needs; Kinesthetic Methods; Preschool Teachers; Mathematics Skills; Foreign Countries; Direct Instruction; Israel + Suchen Sie Ihr Suchwort? Autism; Autismus; Mathematics lessons; Mathematikunterricht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Ausland; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren
Abstract	Early mathematics achievement is a significant predictor of future math learning. Current research shows that teachers lack knowledge in teaching methods for children with autism spectrum disorder (ASD). Specifically, research focusing on teaching mathematics in ASD is limited. A competency-based education (CBE) mathematics intervention was developed for a five-year-old boy with ASD in a naturalistic setting in his kindergarten and conducted as a single case study. The intervention was developed according to the specific needs of ASD, utilizing direct, embedded, and kinesthetic instruction. It incorporated support and ongoing assessment for teaching the standards-based mathematics curriculum. Two aspects were analyzed in the study: a) the kindergarten teacher's process of intervention building and b) how this intervention advanced the student's mathematical skills. The clinical and theoretical implications regarding the importance of an intensive, structured mathematical intervention for young children with ASD are discussed. (As Provided).
Anmerkungen	American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01