Effects of Video Modeling on Addition Word-Problem Performance of Students with Autism Spectrum Disorder

Autor/inn/en	Karal, Muhammed A.; Riccomini, Paul J.; Hughes, Elizabeth M.
Titel	Effects of Video Modeling on Addition Word-Problem Performance of Students with Autism Spectrum Disorder
Quelle	In: International Journal of Developmental Disabilities, 68 (2022) 5, S.756-765 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Karal, Muhammed A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2047-3869
DOI	10.1080/20473869.2022.2039452
Schlagwörter	Autism Spectrum Disorders; Students with Disabilities; Barriers; Mathematics Skills; Mathematics Achievement; Program Effectiveness; Intervention; Video Technology; Modeling (Psychology); Secondary School Students; Foreign Countries; Males; Special Schools; Mathematics Instruction; Turkey + Suchen Sie Ihr Suchwort? Autism; Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathmatics sikills; Mathematical ability; Modeling; Modelling; Modellierung; Sekundarschüler; Ausland; Male; Männliches Geschlecht; Special school; Sonderschule; Mathematics lessons; Mathematikunterricht; Türkei
Abstract	Many students with autism spectrum disorder (ASD) experience academic challenges and difficulties. These struggles are especially pronounced in mathematics with students with ASD performing significantly below than their peers without disabilities on measures of mathematical performance. The current study used a single case experimental design with concurrent multiple probe across students to investigate the effects of a point-of-view video modeling (POVM) intervention on accuracy of addition with regrouping word problems. The participants were three secondary grade level students with ASD. Findings showed that each student demonstrated considerable improvement during intervention over baseline levels, and subsequently sustaining their performance through the maintenance phase. Limitations, implications for practitioners and future research directions are presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01