Using TouchMath to Teach Money Identification to Students with Autism Spectrum Disorders: A Brief Report

Autor/inn/en	Park, Jiyoon; Bassette, Laura; Bouck, Emily
Titel	Using TouchMath to Teach Money Identification to Students with Autism Spectrum Disorders: A Brief Report
Quelle	In: International Journal of Disability, Development and Education, 70 (2023) 3, S.357-365 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2021.1882665
Schlagwörter	Students with Disabilities; Autism Spectrum Disorders; Teaching Methods; Skill Development; Middle School Students; Computation; Mathematics Skills; Problem Solving; Instructional Effectiveness; Multisensory Learning; Stimuli; Concept Formation + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Autism; Autismus; Teaching method; Lehrmethode; Unterrichtsmethode; Kompetenzentwicklung; Qualifikationsentwicklung; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Problemlösen; Unterrichtserfolg; Sensorische Stimulation; Anreizsystem; Concept learning; Begriffsbildung
Abstract	Money skills are important for students with autism spectrum disorder (ASD) to successfully live independently. A crucial first step is teaching them money identification. The purpose of this study was to examine the efficacy of using TouchMath money (TMM) to teach middle school students with ASD to count money. A multiple probe design across participants was used to evaluate students' accuracy in solving money identification problems. Results of the study demonstrated that two students showed intervention effects. Yet, the students struggled to generalise the skill. The third student demonstrated varied intervention effects, but the intervention was ended due to his challenging behaviour and end of the school year. Limitations and future directions were also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01